Module 3: Short i- Language Arts 1 - Course Guide

Module Overview:

In this module, learners will work with the short /i/ sound, as in pig, learning to hear it in words and connect it to the letter Ii. They’ll build and decode CVC words (consonant-vowel-consonant) with the short /i/ sound by blending and manipulating sounds. Learners will also explore syllables, practicing how to break words apart, add, delete, or change syllables to form new words. They will use context clues to understand new vocabulary and begin identifying proper nouns in sentences. As they read, learners will focus on identifying the setting of a story and continue developing foundational skills that support reading fluency and comprehension.

Module Materials:

Lesson #	Lesson Title	Material(s)
1	3.1 Short i	Spelling Notebook Handwriting Notebook Journal Notebook Words of the Week Notebook Sound Notebook scissors glue Book: Clifford the Big Red Dog By: Norman Bridwell (optional)
2	3.2 Short i	Spelling Notebook Handwriting Notebook Journal Notebook scissors tape
3	3.3 Short i	Spelling Notebook Handwriting Notebook Journal Notebook crayons or colored pencils (assorted colors) shaving cream baking tray 10 index cards
4	3.4 Short i	Spelling Notebook Handwriting Notebook Journal Notebook modeling clay crayons or colored pencils (assorted colors)
5	3.5 Short i	Journal Notebook Handwriting Notebook Spelling Notebook

Module Objectives:

Lesson #	Lesson Title	Objective(s)
1	3.1 Short i	Distinguish the initial phoneme in words with the /i/ sound. Identify proper nouns. Use context clues to define tier II vocabulary words. Recognize the grapheme Ii as representing the phoneme /i/.
2	3.2 Short i	Construct CVC words with the middle /i/ sound by blending phonemes. Distinguish the syllables in words. Identify the setting of a story.
3	3.3 Short i	Identify rhyming words with the short i sound. Distinguish the middle /i/ in CVC words. Identify the character and the setting in a story.
4	3.4 Short i	Identify the number of syllables in a word. Modify words by adding a syllable to make a new word. Recognize graphemes to decode CVC words with the middle /i/ phoneme.
5	3.5 Short i	Modify words by deleting a syllable to make a new word. Modify words by substituting a syllable to make a new word. Construct new words by manipulating the beginning and end phonemes in CVC words.

Module Key Words:

Key Words	Words of the Week	Spelling Words	Vocabulary Words
phoneme: /i/ grapheme: i proper nouns beginning sounds heart words flash words setting phoneme-/i/ grapheme-i characters syllables story elements grapheme-Ii	any his some bring way	pin did lid rip trip rim bat flat ham jam	gather bend chat switch proud

Module Assignments:

Lesson #	Lesson Title	Page #	Assignment Title
2	3.2 Short i	4	Phonics
3	3.3 Short i	8	Comprehension
4	3.4 Short i	5	Decoding Words

Learning Coach Notes:

Lesson #	Lesson Title	Notes
1	3.1 Short i	You can support your learner by practicing the short /i/ sound through simple games like “I Spy” (e.g., “I spy something that starts with /i/”). Encourage your learner to spot the letter Ii in books or signs and say the sound it makes. When reading, point out proper nouns like names of people or places and talk about how they begin with capital letters. Help build vocabulary by pausing at unfamiliar words and asking your learner to use context clues—like nearby words or pictures—to figure out the meaning. These small activities build important reading and language skills.
2	3.2 Short i	Help learners build CVC words with the middle /i/ sound by saying sounds slowly (e.g., /p/ - /i/ - /g/) and blending them to form words like pig. Use pictures or objects to make it fun. Practice syllables by clapping or tapping the beats in words like window or rabbit and counting how many syllables they hear. When reading stories, ask learners where and when the story happens to help them identify the setting. Encourage them to describe or draw the setting. Regular practice with these activities will boost phonics and comprehension skills.
3	3.3 Short i	Practice blending sounds to build CVC words with the middle /i/ sound, like /s/ - /i/ - /t/ to say sit. Use picture cards to make it engaging. Help learners clap or tap to count syllables in words, breaking words into parts to hear each beat. When reading together, ask questions about where the story takes place to help learners identify the setting. These activities support phonics and comprehension skills.
4	3.4 Short i	Help learners count syllables by clapping or tapping as they say words aloud. Practice adding a syllable to a word to make a new word (for example, dog → doggie). Use letter cards or flashcards to help learners recognize letters and blend sounds to read CVC words with the middle /i/ sound, like sit or big. These simple activities support strong phonics and word-building skills.
5	3.5 Short i	In this lesson, students will continue practicing segmenting syllables in words and will add and delete syllables to form new words. After this lesson, continue working with your learner to practice clapping out or segmenting words into syllables. Have your learner add and delete syllables to make new words—both real and nonsense words. You might use single-syllable words on notecards (like base and ball) and have your learner put them together to practice making new words. Practice manipulating the beginning and end phonemes in short i CVC words. Create word chains with your learner. Start with a CVC word with the middle /i/ phoneme, like wig. Practice identifying story elements while reading books aloud with your learner. Point out the characters, setting, and important details.

Guiding Questions
Suggested Books

Module Guiding Questions:

When a student starts a lesson ask them questions to check for prior knowledge and understanding and to review concepts being taught. At the end of the lesson ask the questions again to see if their answer changes.

Lesson Title	Question
3.1 Short i	What are proper nouns?
3.2 Short i	What is the setting in the story?
3.3 Short i	Who are the characters in a story?
3.4 Short i	How do you segment syllables?
3.5 Short i	How do you modify words?

Module Video Questions:

When a student watches a video take time to ask them questions about what they watched. Suggested questions for the videos in this module are listed here. Suggestion: Have the student watch the entire video first all the way through. Then have them watch the video a second time, as they watch it pause the video and ask the questions.

Lesson Title	Video	Question

Module Suggested Read Aloud Books:

Take time to read to your student or have them read aloud to you. Read a different book each day. While reading the book point out concepts being taught. You may purchase these books or find them at your local library. Suggested things to discuss while reading the book:

What is the main idea?
What are three things new you learned?
How does this book relate to what you are learning about?

#	Book	Author	Lexile Level
1	Pig the Pug	Aaron Blabey	AD500L
2	The Three Little Pigs	Paul Galdone	550L
3	The Witch Has an Itch	Donna Guthrie
4	Happy Pig Day!	Mo Willems	170L
5	Giggle, Giggle, Quack	Doreen Cronin	AD480L

Module Outing:

Take some time to apply what your student is learning to the real world. Suggested outings are below.

#	Outing
1	Go to a local farm that has pigs and observe their behavior. Have your student write about what they observe in their Language Arts notebook.