Module 4 Phonics of the Week Short i-Language Arts 1A - Course Guide


Module Overview:

In this module, students will be learning about the short i sound, and you will be introduced to your new weekly sight words. You will also choose a topic to write about. You will read the weekly story on your own, practice handwriting, and review ending punctuation. You will practice using ending punctuation in your writing. You will complete a fluency check.


Module Materials:

Lesson # Lesson Title Material(s)
1 4.1 Phonics of the Week: Short i Independent Reading Book;
2 4.2 Phonics of the Week: Short i Independent Reading Book;
3 4.3 Phonics of the Week: Short i Independent Reading Book
Plain paper
Watercolor paint
Paint brush
4 4.4 Phonics of the Week: Short i Independent Reading Book;
5 4.5 Phonics of the Week: Short i Independent Reading Book;

Module Objectives:

Lesson # Lesson Title Objective(s)
1 4.1 Phonics of the Week: Short i
  1. Recognize, identify, read, and spell words with the short i sound.
  2. Recognize sight words.
  3. Understand the purpose of paragraph topics.
2 4.2 Phonics of the Week: Short i
  1. Recognize, read, identify, and spell words with the short i sound.
  2. Recognize sight words.
  3. Print upper case and lower case letters: <i>A, I, T, J,</i> and <i>L</i>.
  4. Read grade-level text with purpose and understanding.
3 4.3 Phonics of the Week: Short i
  1. Recognize, identify, read, and spell words with the short i sound.
  2. Recognize sight words.
  3. Read grade-level texts with purpose and understanding.
  4. Use correct ending punctuation.
4 4.4 Phonics of the Week: Short i
  1. Recognize, identify, read, and spell words with the short i sound.
  2. Recognize sight words.
  3. Print uppercase and lowercase letters.
  4. Demonstrate understanding of paragraph structure.
5 4.5 Phonics of the Week: Short i
  1. Recognize, identify, read, and spell words with the short i sound.
  2. Recognize sight words.
  3. Read grade-level text with purpose, understanding, and accuracy.

Module Key Words:

Key Words Sight Words Spelling Words
Short i Sound
Sight Words
Spelling Words
Story
Writing Topic
Independent Reading
Handwriting
Punctuation
Retelling
Spelling Practice
Writing
Spelling Test
Short i
Sight Word Quiz
Reading Quiz
Fluency Check
any
his
some
bring
pin
grin
did
lid
grid
rip
trip
grip
rim
trim

Module Assignments:

Lesson # Lesson Title Page # Assignment Title
1 4.1 Phonics of the Week: Short i 6 Writing
2 4.2 Phonics of the Week: Short i 3 Sight Words
2 4.2 Phonics of the Week: Short i 5 Handwriting
3 4.3 Phonics of the Week: Short i 5 Story
3 4.3 Phonics of the Week: Short i 6 Grammar
4 4.4 Phonics of the Week: Short i 3 Handwriting and Spelling Practice
4 4.4 Phonics of the Week: Short i 4 Story
4 4.4 Phonics of the Week: Short i 5 Writing
5 4.5 Phonics of the Week: Short i 2 Phonics: Short i Word Wrap-Up
5 4.5 Phonics of the Week: Short i 5 Story and Fluency Check


Learning Coach Notes:

Lesson # Lesson Title Notes
1 4.1 Phonics of the Week: Short i
  • Have your students practice spelling their spelling and sight words each day. Students should spell them correctly when they write. Use the sight word flashcards daily with your student. Mix them up, show them the words, and ask them to read the sight word. Next, do not show them the word but say the word and ask them to spell the word.
  • As your student reads, "The Trip," ask them what things Bill and Tim took on their trip.
  • During Independent Reading time, have your student read silently to themselves. Ask them questions about what they read when they are finished.
  • Ask your student to describe the difference between a paragraph and a sentence.
2 4.2 Phonics of the Week: Short i
  • Have your students practice spelling their spelling and sight words each day. Students should spell them correctly when they write. Use the sight word flashcards daily with your student. Mix them up, show them the words, and ask them to read the sight word. Next, do not show them the word but say the word and ask them to spell the word.
  • After your student reads "The Trip" have them write the short-i words they come across in the story in their Language Arts notebook.
  • During Independent Reading time, have your student read silently to themselves. Ask them to describe their favorite character in the story.
3 4.3 Phonics of the Week: Short i
  • Have your students practice spelling their spelling and sight words each day. Students should spell them correctly when they write. Use the sight word flashcards daily with your student. Mix them up, show them the words, and ask them to read the sight word. Next, do not show them the word but say the word and ask them to spell the word.
  • Have your student use their spelling words to write a story in their Language Arts notebook.
  • When your student reads their independent reading book, ask them what the problem was in the story they read.
4 4.4 Phonics of the Week: Short i
  • Have your student choose five spelling words that they can illustrate and write a sentence describing their illustration in their Language Arts notebook.
  • Have your students practice spelling their spelling and sight words each day. Students should spell them correctly when they write. Use the sight word flashcards daily with your student. Mix them up, show them the words, and ask them to read the sight word. Next, do not show them the word but say the word and ask them to spell the word.
  • When your student reads their independent reading book, ask them to describe the setting in the story they read.
5 4.5 Phonics of the Week: Short i Review the spelling words with your student before they take their spelling test. Remember to have your student complete their Independent Reading Log.

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
4.1 Phonics of the Week: Short i
  1. What sound does short “i” make?
  2. Name words with the short “i” sound.
  3. Use each word in a sentence: any, his, some, bring (Read the words one at a time giving your first grader a chance to give a sentence for that word before you read the next word to them).
  4. Spell each word: any, his, some, bring (Read the words one at a time giving your first grader a chance to spell each word before you read the next word to them).
  5. Use the word “pin” in a sentence.
  6. Spell the word “pin”.
  7. Use the word “grin” in a sentence.
  8. Spell the word “grin”.
  9. What is a paragraph?
4.2 Phonics of the Week: Short i
  1. What sound does short “i” make?
  2. Name words with the short “i” sound.
  3. Use each word in a sentence: any, his, some, bring (Read the words one at a time giving your first grader a chance to give a sentence for that word before you read the next word to them).
  4. Spell each word: any, his, some, bring (Read the words one at a time giving your first grader a chance to spell each word before you read the next word to them).
  5. Use the word “did” in a sentence.
  6. Spell the word “did”.
  7. Use the word “lid” in a sentence.
  8. Spell the word “lid”.
  9. What types of punctuation marks go at the end of a sentence?
4.3 Phonics of the Week: Short i
  1. What sound does short “i” make?
  2. Name words with the short “i” sound.
  3. Use each word in a sentence: any, his, some, bring (Read the words one at a time giving your first grader a chance to give a sentence for that word before you read the next word to them).
  4. Spell each word: any, his, some, bring (Read the words one at a time giving your first grader a chance to spell each word before you read the next word to them).
  5. Use the word “grid” in a sentence.
  6. Spell the word “grid”.
  7. Use the word “rip” in a sentence.
  8. Spell the word “rip”.
4.4 Phonics of the Week: Short i
  1. What sound does short “i” make?
  2. Name words with the short “i” sound.
  3. Use each word in a sentence: any, his, some, bring (Read the words one at a time giving your first grader a chance to give a sentence for that word before you read the next word to them).
  4. Spell each word: any, his, some, bring (Read the words one at a time giving your first grader a chance to spell each word before you read the next word to them).
  5. Use the word “trip” in a sentence.
  6. Spell the word “trip”.
  7. Use the word “grip” in a sentence.
  8. Spell the word “grip.
  9. What is a paragraph?
4.5 Phonics of the Week: Short i
  1. What sound does short “i” make?
  2. Name words with the short “i” sound.
  3. Use each word in a sentence: any, his, some, bring (Read the words one at a time giving your first grader a chance to give a sentence for that word before you read the next word to them).
  4. Spell each word: any, his, some, bring (Read the words one at a time giving your first grader a chance to spell each word before you read the next word to them).
  5. Use the word “rim” in a sentence.
  6. Spell the word “rim”.
  7. Use the word “trim” in a sentence.
  8. Spell the word “trim”.

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
4.2 Phonics of the Week: Short i Punctuation Mystery
  1. What goes at the end of a telling sentence?
  2. What goes at the end of an asking sentence?
  3. What goes at the end of an exclamatory sentence?
4.3 Phonics of the Week: Short i Inching Along!
  1. What sound does short i make?
  2. What words made the short i sound in the video?

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.