I Sit I Tap Slides I Sit, I Tap
UFLI Decodable Passage 10
Short /i/ Heart Word: I
New Sound: Short /i/
i
Itch /i/
The short /i/ sound is like the start of the word itchy or igloo.
Mouth Shape
Open your mouth just a little. Pull the corners of your lips back slightly.
Heart Word
I
The word I is a heart word because we have to know it by heart. It is always a capital letter!
Let's Blend!
s
i
t
sit
t
a
p
tap
i
t
it
I sit.
I tap.
Read the sentence
I sit.
I tap.
Watch the punctuation!
I sit, I tap.
I tap, I sit.
Full Passage
Read Together
I sit.
I tap.
I sit, I tap.
I tap, I sit.
I sit, I sit.
I tap, tap, tap.
Check for Understanding
1. What two things is the person doing?
2. How many times did they tap at the end?
3. Can you act out the passage as you read it?
Great Reading!
You mastered the short /i/ sound today!
I Sit I Tap Practice Sheet I Sit, I Tap
UFLI Decodable Practice • Lesson 10
Name:
Date:
Word Power
Say the sounds. Blend the words.
s
i
t
sit
t
a
p
tap
Heart Word
I
Sound Search
Circle all the words with the short i sound in the passage!
Draw a picture of "it" here
Reading Passage
I sit.
I tap.
I sit, I tap.
I tap, I sit.
I sit, I sit.
I tap, tap, tap.
Read aloud to a partner or teacher
Think & Draw
Who is sitting?
What did the person do 3 times?
Draw a picture of the passage
Literacy Foundations Series • Short i & Heart Word "I"
I Sit I Tap Teacher Guide Teacher Guide
Lesson 10: I Sit, I Tap
UFLI Foundations Aligned
Estimated Time: 20-30 Minutes
Objectives
• Identify and produce the short /i/ sound.
• Read the heart word "I" with automaticity.
• Blend CVC words with /i/ (sit, pit, tip).
• Read a decodable text with fluency and appropriate phrasing.
Focus Skills
Phonics Concept
short /i/
Heart Words
I
Watch For
Sound Confusion: Students may confuse /i/ with /e/. Contrast 'sit' and 'set' if needed.
Heart Word: Ensure students realize "I" is always capitalized, unlike the letter 'i' in words like 'sit'.
Instructional Routine
1
Review & Phonemic Awareness
Briefly review previously learned sounds (s, a, t, p). Practice phoneme segmentation by asking students to tap the sounds in words like "sit" (/s/ /i/ /t/) and "tap" (/t/ /a/ /p/).
2
Introduce New Concept
Introduce the short /i/ sound using the "itchy" keyword. Show the letter tile. Practice the "Heart Word" I . Explain that it is a word we use when talking about ourselves and it is always a big letter.
3
Word Blending (Guided Practice)
Use the slides to blend words. Use the continuous blending method for students who struggle: sss-iii-t. Transition to reading words at a "glance" as students become more proficient.
4
Decodable Reading
Read the passage three ways:
Differentiation Strategies
Support (Scaffold)
• Use Elkonin boxes for mapping "sit" and "pit".
• Highlight the heart word "I" in pink before reading.
• Provide tactile letters for the vowel /i/.
Extend (Challenge)
• Ask students to write a new sentence using "I" and "sit".
• Find other /i/ words in the classroom or books.
• Time the reading to build fluency (WPM).
I Sit I Tap Lesson Plan Structured Literacy Plan
Lesson 10: I Sit, I Tap (Short /i/)
UFLI Routine
Systematic • Explicit • Multisensory
Preparation
Lesson Slides (Visual Drills)
Letter Tiles: s, a, t, p, i
Heart Word Card: I
Whiteboards or Dictation Sheet
Skill Focus
Concept
Short /i/ vowel
Articulation
"Smile slightly, tongue high and front."
Heart Word
I
1
Review Drills (3-5 min)
Visual Drill
"Show cards/slides: s, a, t, p. Students say the sound for each."
Auditory Drill
"Teacher: /s/. Students: 's' (writing in air or on board). Repeat for /a/, /t/, /p/."
Blending Drill
"Blend known sounds: sap, sat, tap, pat."
2
New Concept: Short /i/ (5 min)
Introduce: "Our new sound is /i/. Repeat /i/." Show the letter i .Keyword: "The keyword is itchy. Let's act like we have an itch while we say /i/."Practice: "Is /i/ a vowel or a consonant? (Vowel). It's a short sound."
3
Guided Word Work (5-7 min)
Blending Practice
sit pit tip sip
"Use the slides to blend these words. Tap for each sound, then slide your finger to blend."
4
Word Dictation (5 min)
Dictate the following words for students to write on boards or dictation sheets:
it
sit
sap (Check vowel contrast!)
pit
Sentence Dictation
"I sit. I tap. (Remind students: 'I' is always capital!)"
5
Connected Text (5 min)
Read the passage "I Sit, I Tap" .Choral Read: Focus on the short /i/ words.Fluency Drill: Have students reread to a partner, focusing on the comma pauses.
Scripting Tip
When students struggle to blend /i/, use the continuous blending method. Do not pause between sounds: "sssssiiiiitttt". This prevents them from forgetting the first sound while trying to process the second.
I Sit I Tap Slides Beginning Reading
I Sit, I Tap
UFLI Foundations • Lesson 10
Short /i/ Sound
Heart Word: I
The /i/ Sound
i
Itch /i/
🦟
Mouth Shape
Make a little smile. Pull your lips back slightly. /i/ /i/ /i/
Is it a vowel? YES!
Heart Word Method
I
The word I is special! It is always a capital letter when talking about yourself.
Let's Blend!
🪑
s i t
sit
🖐️💥
t a p
tap
Read It!
I sit.
I tap.
I sit, I tap.
I tap, I sit.
The Full Story
I sit.
I tap.
I sit, I tap.
I tap, I sit.
I sit, I sit.
I tap, tap, tap.
Think About It
🪑
1. What two things did the person do?
🔢
2. How many times did they tap at the end?
🎭
3. Can you act it out as you read?
Super!
You are an /i/ expert!
I Sit I Tap Practice Sheet I Sit, I Tap
UFLI Decodable Practice • Lesson 10
Name:
Date:
Sound Power
🪑
s
i
t
sit
🖐️
t
a
p
tap
I
Heart Word
Sound Search
Circle all words with short i in the passage!
Draw an itchy ant!
🐜
Reading Time
I sit.
I tap.
I sit, I tap.
I tap, I sit.
I sit, I sit.
I tap, tap, tap.
Did you read it 3 times? Color the stars!
🧠
Think & Draw
Who is sitting?
What happened 3 times?
Draw the person tapping
Reading Foundations • Level 1 • /i/ & "I"
Tad's Cab Slides Tad's Cab
UFLI Decodable Passage
Final -x Blend: -st Heart Word: said
Focus Sound: Final /x/
x
as in wax
The letter x makes two sounds hidden in one: /k/ and /s/.
Blending x
Practice saying "k-s" very fast. That's the sound of x!
Heart Words
said
"The cab looks bad!" said Tad.
have
I have to get gas!
Let's Blend
m u st
must
w a x
wax
d u st
dust
Tad has a cab.
The cab has lots of mud on it.
The cab has lots of dust in it.
"The cab looks bad!" said Tad.
He got a bag of rags and a tin of wax.
He dips a rag in the wax.
The wax gets rid of the mud and dust.
"The cab looks rad!" said Tad.
Tad got in the cab.
The cab did not go.
"Oh no!" said Tad,
"I have to get gas!"
Discussion
1. Why did Tad need rags and wax?
2. What did the wax do for the cab?
3. At the end, why didn't the cab go?
Shiny Reading!
You read that passage like a pro!
Tad's Cab Practice Sheet Tad's Cab
UFLI Decodable Practice • Lesson 28
Name:
Date:
Word Mapping
w
a
x
wax
d
u
st
dust
Heart Words
Practice reading these words quickly.
said
have
of
the
Read the Story
Tad has a cab.
The cab has lots of mud on it.
The cab has lots of dust in it.
"The cab looks bad!" said Tad.
He got a bag of rags and a tin of wax.
He dips a rag in the wax.
The wax gets rid of the mud and dust.
"The cab looks rad!" said Tad.
Tad got in the cab.
The cab did not go.
"Oh no!" said Tad, "I have to get gas!"
Story Response
What did Tad put on the cab?
What did Tad need at the end?
Draw Tad's Shiny Cab
Tad's Cab Teacher Guide Teacher Guide
Tad's Cab: Final -x & -st
UFLI Foundations Aligned
Phonics Focus: Final -x, Ending Blends
Objectives
• Identify and produce the final /x/ sound.
• Blend ending -st blends (dust, cost).
• Recognize heart words: said, have, go.
• Read text with accurate phrasing and expression.
Phonics Focus
Target Sound
-x, -st
Key Words
wax dust rags
Instructional Routine
1
Warm Up & Review
"Let's review the sounds we know. How about /s/ and /t/? What happens if we put them at the end of 'dust'?"
Review short vowels and common consonants. Focus on blending -st words orally.
2
New Skill: Final -x
Explain that 'x' is like a secret combo: /k/ + /s/. Model "wax". Have students say it slowly then fast. Map "wax" using three boxes.
3
Guided Reading
Read the passage. Point out the punctuation—especially the exclamation points at the end. Model expression when reading Tad's dialogue: "Oh no!" said Tad.
4
Heart Word Check
Find the word "said" in the story. Why is it a heart word? (The 'ai' makes the /e/ sound). Find "have". Why is it a heart word? (Words don't end in 'v' alone, we need the silent 'e').
Meeting Student Needs
Support
• Focus on oral blending of x before writing.
• Use a highlighter for heart words.
• Echo read sentence by sentence.
Extend
• Write other words ending in x (fox, box, mix).
• Change "Tad has a cab" to "Tad had a cab". Discuss past tense.
• Create a sequel: What happens at the gas station?
Tad's Cab Lesson Plan Structured Literacy Plan
Tad's Cab (Final -x & -st)
UFLI Routine
Systematic • Explicit • Multisensory
Preparation
Lesson Slides (Blending Drills)
Letter Tiles: x, s, t, d, u, w, a
Heart Words: said, have
Whiteboards for Word Mapping
Skill Focus
Concept 1
Final /x/ sound
Concept 2
Ending blend -st
Heart Words
said, have, of
1
Review Drills (3-5 min)
Visual Drill: Show cards for a, d, s, t, u, w, b, r, g . Students produce the sounds.
Blending Drill: Review words from previous lessons: mud, rag, tin, got, bag, bad .
2
New Concepts (5-7 min)
Concept A: Final -x
"Today we see x at the end of words. It makes two sounds: /k/ and /s/ pushed together. Say /ks/."Keyword: wax. "Like cleaning a car to make it shiny!"
Concept B: Ending -st
"We also see s and t at the end. We blend them: /st/."Keyword: dust. "Tad has lots of dust in his cab."
3
Heart Word Routine (3 min)
Introduce: said, have .Check: "In said , what part do we have to know by heart? (the 'ai' making /e/). In have , we have a silent 'e' at the end because English words don't end in V."
4
Dictation & Writing (7-10 min)
Word List
1. wax
2. dust
3. list
4. must
Sentences
"Tad said the cab looks rad."
"I have a bag of rags."
5
Connected Text (5 min)
Read "Tad's Cab" . Have students identify and circle the -st and -x words before reading. Focus on reading with expression, especially the dialogue.
Teaching Note
The final /x/ can be tricky for students because it is one letter representing two phonemes (/k/ and /s/). If they struggle, have them segment "wax" as /w/-/a/-/k/-/s/ (4 sounds) even though they only write 3 letters. This builds phonemic awareness for the hidden sound.
Tad's Cab Slides Shiny Reading
Tad's Cab
UFLI Decodable Passage
Final -x & -st
said, have
Visual Drill
Say the Sounds
a
u
x
st
Final /x/ Sound
✨🚗
w a x
wax
📦
b o x
box
Ending Blend -st
🧹💨
d u st
dust
🏃💨
f a st
fast
Read the List
wax
dust
mud
mix
must
rags
tax
best
Tad
Heart Word Method
s
ai
d
The s and d are regular. The ai part sounds like /e/. We learn it by heart!
Heart Word Method
h
a
v
e
The sounds h-a-v are regular. The e is there because English words don't end in V. Learn it by heart!
The Muddy Cab
Tad has a cab.
The cab has mud on it.
The cab has dust in it.
The Shiny Cab
He got rags and wax.
He dips a rag in the wax.
The wax gets rid of mud.
Shiny!
Master of -x & -st
Tad's Cab Cleaning Maze Tad's Cleaning Maze
Name:
Help Tad get the mud and dust off his cab! Follow the path of words that end in x or st. Color each box to clean the cab!
START
wax
bag
tin
rag
mud
dust
got
did
not
bad
mix
fast
sat
can
had
bus
box
run
nap
leg
hop
best
tax
SHINY!
The Clean List
Write 3 words you found that end with x or st!
Shiny Cab Sort The Shiny Cab Sort
Phonics Practice • Final -x & Ending -st
Name:
Make it Shine!
Sort the words from the muddy pile into the correct shiny bucket. Look for the Final x and Ending st!
x
Final -x
st
Ending -st
The Muddy Word Pile
wax
dust
mix
fast
tax
must
box
best
The Shiny Cab Sort • Lesson 28
Tad's Cab Practice Sheet Tad's Cab
UFLI Practice • Final -x & -st
Name:
Word Mapping
✨🧼
w
a
x
wax
🧹💨
d
u
st
dust
Tricky Parts
said
have
Sound Detective
Find and box the word wax 3 times in the story!
Story Time
Tad has a cab. The cab has lots of mud on it. The cab has lots of dust in it.
"The cab looks bad!" said Tad. He got a bag of rags and a tin of wax.
He dips a rag in the wax. The wax gets rid of the mud and dust.
"The cab looks rad!" said Tad. Tad got in the cab. The cab did not go. "Oh no!" said Tad, "I have to get gas!"
Review Question
What did the wax get rid of?
What did Tad need at the end?
🚕✨
Draw Tad's Shiny Cab!
Literacy Foundations • Tad's Cab • Grade 1-3
The Lost Case Slides The Lost Case
A Mystery of the Long /a/
Vowel-Consonant-e (a-e) Heart Word: would
Silent Magic e
a-e
Long /a/ Sound
The magic e at the end makes the a say its name!
The Pattern
C a C e
Words to Know by Heart
would
"Who would take his case?"
where
"...will not tell me where it is."
Blend the Long /a/
C h a s e
Chase
g a t e
gate
Chase has a gift from his dad.
It is a black case with a red lock.
He can lock his things in the case so they are safe.
He drops the case by the gate in the sun.
Then he goes to snack on his grapes.
He can not find the case.
"Did you take the case?" Chase asks Mave.
"No!" Mave said with a shake.
"This is not a game!" Chase states.
Mom has the case. It is in the shade.
"It would not fade in the sun."
"I made a mess of this," said Chase.
Mystery Solved
1. What colors are Chase's case and lock?
2. Why did Chase think Mave took it?
3. Why did Mom move the case to the shade?
Case Closed!
Long /a/ Master
The Lost Case Practice Sheet The Lost Case
UFLI Decodable Practice • Long a (a-e)
Name:
Date:
Magic e Mapping
c
a
s
e
case
g
a
t
e
gate
Heart Words
would
where
your
Story Reading
Chase has a gift from his dad.
It is a black case with a red lock.
He can lock his things in the case so they are safe.
He drops the case by the gate in the sun.
Then he goes to snack on his grapes.
When Chase goes back to the gate, he can not find the case.
"Who would take his case?" says Chase.
His sis, Mave, waves from the path to the gate.
"Did you take the case Dad gave me?" Chase asks Mave.
"No!" Mave said with a shake.
"This is not a game!" Chase states.
Mom walks up to them. "What is it?"
"I have the case. It is in the shade so it would not fade in the sun."
Evidence Finder
What was in the case?
Why did Mom take the case?
Draw Chase's Gift
Reading Foundations • Silent e Mystery
The Lost Case Lesson Plan Structured Literacy Plan
The Lost Case (Long a / VCe)
UFLI Routine
Systematic • Explicit • Multisensory
Preparation
Lesson Slides (a-e Visuals)
VCe Letter Tiles: c, h, a, s, g, t, m, v, e
Heart Words: would, where, your
Student Practice Sheets
Skill Focus
Concept
Long a (silent e)
Articulation
"The vowel says its name. Open wide, then pull back."
Keywords
gate, safe, shade
1
Review Drills (3-5 min)
Visual Drill
"Review sounds: s, m, b, t, d, short a. Contrast with a-e using magic e wand."
Auditory Drill
"Teacher says /a/ (long). Students write 'a-e' or point to the magic e tile."
2
New Concept: a-e (5 min)
Introduce: "The letter e at the end is silent, but it has a job! It makes the vowel a say its name. Like in gate or case."Show: Change mat to mate or tap to tape.
3
Heart Words (3 min)
would: Heart part is 'ould'. "Who would take his case?" where: Heart part is 'ere'. "Where is it?"
4
VCe Dictation (7-10 min)
Word List
case
gate
safe
shade
Mave
Sentence
"The case is in the shade."
Remind students to check for the silent 'e' in 'case' and 'shade'.
5
Connected Text (5 min)
Read "The Lost Case" .Word Search: Have students highlight all 'a-e' words.Fluency: Practice reading dialogue with expression (angry Chase vs. helpful Mom).
Phonics Insight
Students often struggle with silent e when the vowel is long but they try to pronounce the 'e' at the end. Use a visual 'magic wand' or an arrow pointing from the 'e' back to the 'a' to visually represent the power it has over the vowel sound.
The Lost Case Lesson Slides Mystery Reading
The Lost Case
UFLI Decodable Passage
Magic e (a-e)
would, where
🕵️💼⛩️
Visual Drill
Say the Sounds
s
m
a
a-e
✨
The Magic e Rule
a t e
MAKES IT LONG!
"Silent e jumps over one sound to make the 'a' say its name!"
Read the List
case
💼
gate
⛩️
safe
🔒
shade
⛱️
made
🛠️
grapes
🍇
Heart Word Method
w
ould
The w is regular. The ould part is tricky. Learn it by heart!
🎁💼
The Gift
Chase has a gift.
It is a black case.
He can lock it so it is safe.
🍇🕵️
The Problem
Chase eats grapes.
The case is not there!
"Who would take it?"
Read Together
Chase has a gift from his dad. It is a black case with a red lock. He can lock his things so they are safe.
He drops the case by the gate in the sun. Then he goes to snack on his grapes. When Chase goes back, he can not find the case.
"Who would take his case?" asks Chase. Mom has the case in the shade. "It would not fade in the sun."
Case Closed!
You are a Magic e Master!
The Lost Case Teacher Guide Teacher Guide
The Lost Case: Long a (a-e)
UFLI Foundations Aligned
Phonics Focus: Vowel-Consonant-e
Objectives
• Identify and blend words with the long a (a-e) pattern.
• Distinguish between short a (CVC) and long a (VCe).
• Map heart words: would, where, your.
• Read with 90%+ accuracy and appropriate expression.
Key Phonics
Target Concept
a_e
Example Words
safe gate Chase shade
Discussion
"What makes the letter 'a' say its name in 'case'?"
"Why did Chase get upset with Mave?"
"How did the story end? How did Chase feel?"
Instructional Routine
1
Visual Drill & Review
Review previously learned vowel patterns and the magic e concept generally. Use minimal pairs (tap/tape, cap/cape) to demonstrate the power of final -e.
2
Heart Word Mapping
Use the Heart Word Method for "would" and "where". Explicitly identify the irregular spellings (e.g., 'ould' for /ood/) and place a heart above them. Tape regular parts to show they are decodable.
3
Guided Word Blending
Focus on isolation practice. Use the slides to read 'gate', 'safe', 'made', 'game'. Ensure students are jumping over the middle consonant to apply the long vowel sound before saying the word.
4
Connected Reading
Choral read the passage chunk by chunk. Focus on prosody during dialogue. Have students point to the magic e at the end of words as they read to reinforce the visual pattern.
Meeting All Learners
Support
• Use a "magic e wand" to touch the final -e.
• Draw an arrow from e to a on student sheets.
• Focus on blending onset-rime (g-ate).
Extend
• Write sentences with other a-e words (cake, lake).
• Discuss homophones (tale vs. tail).
• Retell the story from Mave's perspective.
Magic e Transformer Worksheet Magic e Transformer
Phonics Practice • Vowel-Consonant-e
Name:
Watch the magic! Add a silent e to the end of each word to change the short vowel into a long vowel. Then, read the new word!
Short Vowel
cap
hop
tap
not
kit
Magic e Word
cape
Sentence Power
Choose the correct word to finish the sentence.
1. I can ride my _______________ by the gate.
bik
bike
2. Mom put the cake in the _______________.
ovn
stove
Silent e Transformer • Reading Foundations
Magic e Maze Activity Magic e Maze
Name:
Help Chase find his black case! Follow the path of words that have a silent e at the end. Color each box as you go!
START
CHASE
cake
bat
sit
hop
cat
hope
gate
pin
fan
not
run
bite
home
got
bed
ten
mud
made
sat
tin
rag
sun
safe
GOAL
Write the Path
Write 3 words from your path in the maze!
Magic e Maze • Mystery Series
Sound Lab Word Sort The Sound Lab Sort
Phonics Practice • CVC vs. VCe Patterns
Name:
Experiment Time!
Sort the words from the lab bench into the correct beaker. Look closely for the Silent e!
Short Vowels
Magic e Words
The Lab Bench (Word Bank)
cap
bone
hop
made
tap
hope
not
cape
hole
mat
Sound Lab Sort • Reading Foundations Series
Magic Gate Escape Game Magic Gate Escape
A Game for 2 Players
Roll a die and move your marker. Read the word you land on. First player to reach the Black Case wins!
START
gate
bone
FORWARD 2
safe
Chase
woke
shade
home
Stone
hole
BACK 1
made
phone
Mave
fade
grapes
froze
lake
note
cape
Cole
drove
Dave
WIN!
Post-Game Check
Find 3 words on the board that have the long o sound and write them below:
Magic Gate Escape Board Game • Silent e Practice
Magic e Playground Slides Picture Power
Magic e Playground
Vowel-Consonant-e Practice
🎂
🪁
🦴
🧊
The Super Rule
v C e
The Vowel
SAYS ITS NAME!
The "e"
IS SILENT!
Long /a/ Power
🎂
c a k e
cake
🐍
n a m e
name
Long /i/ Power
🪁
k i t e
kite
🚲
b i k e
bike
Long /o/ Power
🦴
b o n e
bone
🏠
h o m e
home
Long /u/ Power
🧊
c u b e
cube
🎵
t u n e
tune
Identify the Pattern
Which ones have a magic e? Read them aloud!
hop
hope
tap
tape
made
mad
bite
bit
Reading Challenge
🎂
I like the cake.
🏠
Go back home.
Magic!
You are a V-e Super Reader!
The Lost Case Practice Sheet The Lost Case
UFLI Practice • Long a (a-e)
Name:
Magic e Words
💼
c
a
s
e
case
⛩️
g
a
t
e
gate
Tricky Parts
would
where
Sound Search 🕵️
Find the word safe and draw a box around it!
Read the Story
Chase has a gift from his dad. It is a black case with a red lock. He can lock his things in the case so they are safe.
He drops the case by the gate in the sun. Then he goes to snack on his grapes. When Chase goes back, he can not find the case.
"Who would take it?" asks Chase. Mom says, "I have the case. It is in the shade so it would not fade!"
Mystery solved?
What color was the case?
Where did Mom put the case?
⛱️📦
Draw Chase and his case in the shade!
Literacy Foundations • Grade 1-3 • Lesson 52
Bone Rescue Slides Reading Rescue
Stone's Bone
UFLI Decodable Passage
Magic e (o-e)
who, what, could
Visual Drill
Say the Sounds
p
n
o
o-e
The Magic e Rule
o n e
MAKES IT LONG!
The "o"
Says its name: "O"
The "e"
Is Silent!
Watch it Change
hop
hope
not
note
Read in Isolation
phone
woke
bone
hole
home
froze
Stone
drove
Cole
Heart Word Method
wh
o
In the word who, the wh and the o both make sounds we haven't learned yet. We learn this word by heart!
Heart Word Method
wh
at
The wh is regular. The at part sounds like /ut/. We learn it by heart!
The Rescue Part 1
The phone rang.
Cole woke in bed.
"I went to get the bone for Stone."
"It fell in a hole!"
The Rescue Part 2
Cole drove to Mom's home.
Mom froze.
Cole got the bone!
"Thank you so much, Cole!"
Rescue Ready!
Master of o-e
Bone Rescue Practice Sheet Stone's Bone
UFLI Decodable Practice • Long o (o-e)
Name:
Date:
Magic o-e Mapping
b
o
n
e
bone
h
o
l
e
hole
Heart Word Method
Draw hearts above the tricky parts!
who
what
Read the Story
The phone rang. Cole woke in bed and sat up.
"Who is it?" asks Cole.
"It's mom. Can you help me?"
"With what?" asks Cole.
"I went to get the bone for Stone, the pup, but it fell in a hole!" said Mom.
"I can help!" said Cole.
Cole drove to Mom's home as quick as he could to get the bone for Stone.
"The bone is white. It got stuck in there!" said Mom.
Cole dove in the hole to get the bone. Mom froze.
Did Cole save Stone's bone? Yes!
Cole got the bone for Stone.
"Thank you so much, Cole!" said Mom.
Rescue Report
Where did the bone fall?
What color was the bone?
Draw Stone with his bone
Literacy Foundations • Magic o Rescue
Bone Rescue Slides A Magic e Adventure
Stone's Bone
UFLI Foundations • Lesson 55
Magic e (o-e)
who, what, could
The Long /o/ Sound
o-e
Bone /O/
🦴
Mouth Shape
Make your mouth into a small, tight circle. /O/ /O/ /O/
The vowel says its name!
The Power of e
hop
Short /o/
hope
Long /O/
"Silent e jumps over one sound to make the 'o' say its name!"
Isolation Practice
bone
phone
woke
hole
home
froze
drove
Stone
Cole
Heart Word Method
wh
o
In who, the wh and the o don't make the sounds we expect. Learn it by heart!
Heart Word Method
c
ould
Tricky part: ould. It says /ood/ as in good!
Part 1
The phone rang.
Cole woke in bed.
"Who is it?" asks Cole.
The Problem
"I went to get the bone for Stone."
"But it fell in a hole!"
"I can help!" said Cole.
The Rescue
Cole drove to Mom's home.
Cole got the bone for Stone!
"Thank you so much!" said Mom.
Victory!
Bone Rescue Complete!
Bone Rescue Practice Sheet Stone's Bone
UFLI Practice • Long o (o-e)
Name:
Magic o-e Words
🦴
b
o
n
e
bone
🕳️
h
o
l
e
hole
Tricky Parts
who
what
Sound Search 🔍
Box every word with o-e in the story!
Read the Story
The phone rang. Cole woke in bed. "Who is it?" asks Cole. "It's mom. Can you help me?"
"With what?" asks Cole. "I went to get the bone for Stone, the pup, but it fell in a hole!" said Mom.
Cole drove to Mom's home as quick as he could. Cole dove in the hole. He got the bone! "Thank you, Cole!"
Rescue Report
Where did the bone fall?
Did Cole save the bone?
🦴🐕
Draw Stone the pup with his bone!
Literacy Foundations • Grade 1-3 • Stone's Bone
Bone Rescue Lesson Plan Structured Literacy Plan
Stone's Bone (Long o / VCe)
UFLI Lesson 55 Aligned
Systematic • Explicit • Engaging
Preparation
Lesson Slides (o-e visuals)
Letter Tiles: b, o, n, e, h, l, d, r, v
Heart Words: who, what, could
Dictation Whiteboards
Skill Focus
Concept
Long o (silent e)
Keywords
bone, hole, home, woke
1
Review Drills (5 min)
Visual & Blending
"Show sounds: short o, p, n, h, l. Contrast with magic e using word cards: hop -> hope, rob -> robe."
2
New Concept: o-e (5 min)
Introduce: "The magic e at the end makes the o say its name /O/. Watch how hop becomes hope ."Articulation: "Make your mouth into a small circle to say /O/."
3
Heart Word Routine (5 min)
who: The 'wh' and 'o' are both heart parts.what: The 'wh' is regular; the 'at' makes an /ut/ sound.could: The 'c' is regular; 'ould' says /ood/.
4
VCe Dictation (10 min)
Word List
1. bone
2. hole
3. woke
4. home
Sentence
"Cole got the bone in the hole."
5
Connected Reading (10 min)
Read "Stone's Bone" . Use the chunked slides for choral reading. Have students underline heart words in pink and o-e words in orange on their practice sheets.
Teaching Insight
Watch for students who miss the silent e and say "bon" or "hol". Use the "Magic Arrow" visual to show that the 'e' is reaching back to the vowel. If they struggle with 'could', remind them it rhymes with 'should' and 'would'.
Bone Rescue Teacher Guide Teacher Guide
Stone's Bone: Long o (o-e)
Lesson 55 Guide
Vowel-Consonant-e Pattern
Objectives
• Identify and blend words with the long o (o-e) pattern.
• Produce the long /O/ sound with correct articulation.
• Map heart words: who, what, could.
• Identify story elements (characters, problem, solution).
Heart Words
who
Heart parts: 'wh' and 'o'
could
Tricky part: 'ould' says /ood/
Instructional Routine
Sound Drill & Articulation
"Show the keyword card Bone . Make the long /O/ sound. Notice how your lips form a tight circle. Is it a long or short sound? (Long). Why? (The vowel says its name!)"
Guided Passage Reading
Use the chunked slides for an Echo Read . Teacher reads a phrase, students repeat with expression. Focus on the exclamation points: "It fell in a hole!" and "Thank you so much!"
Comprehension Check
Ask: "Who had a problem in the story? (Mom). What was the problem? (Stone's bone fell in a hole). How did Cole solve the problem? (He drove home and dove in the hole)."
Supporting Every Reader
Scaffolds
• Use a color-coded card to cover and reveal the magic e.
• Highlight the o-e pattern in orange before reading.
• Tap sounds: /b/ - /O/ - /n/.
Extensions
• Change 'bone' to 'cone'. Discuss word chains.
• Write a "Lost and Found" poster for the bone.
• Compare 'hop' and 'hope' meaning.
Bash with a Theme Slides VCe Review Part 1
Bash with a Theme
UFLI Foundations • Lesson 57
Magic e Review
people, they
Visual Drill
Say the Sounds
a-e
i-e
o-e
e-e
The e-e Pattern
e v e
MAKES IT LONG!
"Steve and Eve like the theme!"
Read the Word Bank
Steve
theme
Cade
twine
nine
dome
shine
phone
Mike
Heart Word Method
p
eople
The p is regular. The eople part is tricky. We learn that part by heart!
The Plan
Steve wants to have a big bash with a theme.
He asks his pal Cade to do it with him.
Steve said, "Let's use this twine to make nine spheres."
The Cake
"Do you think we have time to make a dome cake?" asks Steve.
"Yes! We can make it shine like the sun!" Cade states.
The Party
Mike got on his bike and rode to Steve's home.
The mates had quite the time!
What do you think the theme was?
Bash with a Theme
Steve wants to have a big bash with a theme. He asks his pal Cade to do it with him. Steve said, "Let's use this twine to make nine spheres." "Yes! We can make them look like globes." says Cade. "Do you think we have time to make a dome cake?" ask Steve. "Yes! We can make it shine like the sun!" Cade states. "My, my, that would be quite a fine cake for the theme!"
"Would you like it if Mike came?" asks Steve. "I could call him on the phone." "Yes, tell him the date. He likes a fun theme" says Cade. On the date of the bash, Mike got on his bike and rode to Steve's home. The mates had quite the time at the bash with the theme! What do you think the theme was?
Party's Over!
You are a VCe Pro!
Bash with a Theme Practice Sheet Bash with a Theme
UFLI Decodable Practice • VCe Review
Name:
Date:
Magic e Review
e
v
e
Eve
t
e
t
e
Pete
Heart Words
people
they
The Story
Steve wants to have a big bash with a theme.
He asks his pal Cade to do it with him.
Steve said, "Let's use this twine to make nine spheres."
"Yes! We can make them look like globes," says Cade.
"Do you think we have time to make a dome cake?" asks Steve.
"Yes! We can make it shine like the sun!"
The mates had quite the time at the bash!
Think & Write
Who did Steve ask to help?
What kind of cake did they make?
Draw a mask from the party
Literacy Foundations • VCe Review Bash
Bash with a Theme Lesson Plan Structured Literacy Plan
Bash with a Theme (VCe Review)
UFLI Lesson 57 Aligned
V-e Review 1 • e-e Focus
Preparation
Lesson Slides (Review Drills)
Magic e Wand / Visuals
Heart Words: people, they
Dictation Sheets / Whiteboards
Skill Review
Concepts
a-e, i-e, o-e, e-e
Articulation
"Long vowels say their names when Magic e is present."
1
Review Drills (5 min)
Visual & Blending
Review a-e, i-e, and o-e using word cards. Focus on rapid recognition of the silent e pattern. Contrast with CVC minimal pairs (hop/hope).
2
e-e Focus (5 min)
Introduce: "Today we review the e-e pattern. It follows the same magic rule! The first e says its name /E/ and the last e is silent."Practice: Read Pete, Eve, theme, these.
3
Heart Word Method (5 min)
people: Map p-eople. Identify the 'eople' as the tricky heart part.they: Map th-ey. The 'ey' makes the /A/ sound. Place a heart above 'ey'.
4
Review Dictation (10 min)
Word List
1. Pete
2. nine
3. dome
4. theme
Sentence
"Pete and Eve had a big bash with a theme."
5
Passage Reading (10 min)
Read "Bash with a Theme" .Underline VCe: Have students find and underline words with magic e before reading.Fluency: Practice the question at the end with proper vocal inflection.
Teaching Insight
e-e is the least common VCe pattern. Use names like Pete and Eve to make it memorable. Remind students that the rule is the same: the first vowel says its name, and the silent e is the helper.
Bash with a Theme Teacher Guide Teacher Guide
Bash with a Theme (e-e Focus)
VCe Review 1
Phonics Skill: Lesson 57 Supplemental
Core Objectives
• Accurately read and blend e-e words (Pete, Eve).
• Review mixed VCe patterns (twine, dome, bike).
• Map heart words "people" and "they".
• Read with 90% accuracy in connected text.
Heart Words
people
Tricky Part: 'eople'
they
Tricky Part: 'ey' says /A/
Discussion Points
Vowel Power Check
"How does the word 'pet' change when we add magic e? It becomes 'Pete'! What happens to the first e? What happens to the last e?"
Comprehension Prompt
"The story asks us: 'What do you think the theme was?' Look at the clues: nine spheres, globes, a dome cake, and Mike rode his bike. Maybe the theme was Space or Planets!"
Fluency & Prosody
"Focus on the excitement in Steve's voice when he says, 'Let's use this twine to make nine spheres!' Model reading with enthusiasm for the party theme."
Differentiating Instruction
Support
• Use a highlighter to mark the magic e in every VCe word before reading.
• Practice only the e-e words first (Pete, Eve, theme) to build confidence.
• Echo read sentence by sentence.
Extend
• Have students write a "Thank You" note from Mike to Steve using VCe words.
• Challenge students to find 5 more VCe words in their own books.
• Write an extra page for the story!
Bash with a Theme Practice Sheet Bash with a Theme
UFLI Supplemental • VCe Review
Name:
Word Mapping
P
e
t
e
Pete
th
e
m
e
theme
Heart Words
people
they
Story Reading
Steve wants to have a big bash with a theme.
He asks his pal Cade to do it with him.
Steve said, "Let's use this twine to make nine spheres."
"Yes! We can make them look like globes," says Cade.
"Do you think we have time to make a dome cake?" asks Steve.
"Yes! We can make it shine like the sun!"
Check for Understanding
How many spheres did they make?
What do you think the theme was?
🎭
Draw the party theme!
VCe Review Bash • Grade 1-3 Series
Bash with a Theme Slides VCe Review Part 1
Bash with a Theme
UFLI Foundations • Lesson 57
Magic e Review
people, they
🎈
🍕
🎭
Visual Drill
Say the Sounds
a-e
i-e
o-e
e-e
✨
The e-e Pattern
e v e
MAKES IT LONG!
"Steve and Eve like the theme!"
🧑🤝🧑🌌
Read the Word Bank
Steve
👨
theme
🎭
dome
🏟️
shine
☀️
bike
🚲
nine
9️⃣
Heart Word Method
👫👬👭
p
eople
The p is regular. The eople part is tricky. Learn it by heart!
🎉
The Plan
Steve wants to have a big bash with a theme.
He asks his pal Cade to do it with him.
Steve said, "Let's use this twine to make nine spheres."
🎂✨
The Cake
"Do you think we have time to make a dome cake?"
"Yes! We can make it shine like the sun!"
🚲🥳
The Party
Mike got on his bike and rode to Steve's home.
The mates had quite the time!
What was the theme?
Bash with a Theme
🛸🌌👽
Steve wants to have a big bash with a theme. He asks his pal Cade to do it with him. Steve said, "Let's use this twine to make nine spheres." "Yes! We can make them look like globes." says Cade. "Do you think we have time to make a dome cake?" ask Steve. "Yes! We can make it shine like the sun!" Cade states. "My, my, that would be quite a fine cake for the theme!"
"Would you like it if Mike came?" asks Steve. "I could call him on the phone." "Yes, tell him the date. He likes a fun theme" says Cade. On the date of the bash, Mike got on his bike and rode to Steve's home. The mates had quite the time at the bash with the theme! What do you think the theme was?
Party's Over!
You are a VCe Pro!
Sage and Stepmom Slides VCe & Compound Words
Sage and Stepmom Pack Lunch
UFLI Foundations • Lesson 67a
Compound Words
Magic e Review
🥪
🎒
🧁
Visual Drill
Say the Sounds
a-e
i-e
o-e
u-e
✨
Magic e Review
plan
Short Vowel
plane
Long Vowel
🧪
"The magic e jumps over one consonant to make the vowel say its name!"
Compound Words
cup
Word 1
cake
Word 2
=
cupcake
A New Word!
Two little words get stuck together to make a big word!
Big Compound Words
back
pack
🎒
milk
shake
🥤
hot
dog
🌭
lap
top
💻
soft
ball
🥎
sun
set
🌇
Magic e Words
Sage
🌿
Jane
👧
make
🛠️
take
🤲
those
👉
home
🏠
Heart Word Method
fr
ie
nd
The fr and nd are regular. The ie part is tricky because it says /e/. Learn it by heart!
The Invitation
"Sage, would you like to bring a friend to the pond?"
"Yes, I will ask Jane to come."
"We must make a list of things to take in the backpack."
The Menu
"I have milkshakes, hotdogs, and chips."
"Jane likes cupcakes."
"I love drumsticks!" said Sage.
🎒💻🌭🧁🥤🥎🌇
Packed!
You are a Compound Word Expert!
Sage and Stepmom Practice Sheet Sage & Stepmom
UFLI Practice • Compound Words & VCe
Name:
Word Builder
back
pack
write together
cup
cake
write together
sun
set
write together
Heart Words
friend
because
Story Reading
"Sage, would you like to bring a friend to the pond?" Stepmom asked. Sage said, "Yes, I will ask Jane to come."
"OK, we must make a list of things to take in the backpack for lunch." Sage said, "Yes, when I am done looking for my laptop login."
"I have milkshakes and hotdogs. Jane likes cupcakes. I love drumsticks!" said Sage.
When they got to the pond, they ate their lunch and tossed the softball. They left at sunset because Jane had to get home.
The Lunch List
Write 2 compound words from the story:
🥪🥤🧁
Draw what Sage packed!
Reading Foundations • Grade 1-3 • Lesson 67a
Sage and Stepmom Lesson Plan Structured Literacy Plan
Sage and Stepmom (Compound & VCe)
UFLI Lesson 67a Aligned
Explicit • Systematic • Multi-Sensory
Preparation
Lesson Slides (Compound visual)
Word Part Cards (cup, cake, back...)
Heart Words: friend, because
Individual Whiteboards
Skill Focus
Main Concept
Compound Words
Review Concept
Silent e (VCe)
1
Review Drills (5 min)
Visual Drill: Review magic e vowel patterns: a-e, i-e, o-e, u-e. Have students produce the long vowel sounds.
Blending Drill: Practice known words: pond, friend, set, lunch, chips .
2
New Concept: Compound Words (5-7 min)
Introduce: "A compound word is a big word made of two smaller words. Like a math problem! back + pack = backpack ."Guided Practice: "Show me 'cup'. Show me 'cake'. Put them together! What word? (Cupcake)."Show: Use the slides to visualize the combination of two meanings into one.
3
Heart Word Method (5 min)
friend: Heart part is 'ie'. It says /e/.
because: The heart part is the 'au' vowel sound and final 'se'.
would: Review 'ould' says /ood/.
4
Dictation & Writing (10 min)
Compound Words
1. laptop
2. hotdog
3. softball
4. sunset
VCe Sentence
"Jane ate those cupcakes at home."
5
Connected Reading (10 min)
Read "Sage and Stepmom Pack Lunch" . Choral read the first paragraph. Have students whisper read the second. Focus on compound word recognition—ask students to "chop" the big words with their hands as they read them.
Multi-Sensory Tip
For compound words, use two differently colored LEGO bricks or blocks. Put them together to show the big word. Pull them apart to show the individual words still have meaning!
Sage and Stepmom Teacher Guide Teacher Guide
Sage and Stepmom (Lesson 67a)
Compound Word Series
Skill: Compound Words & VCe Review
Objectives
• Identify and segment two smaller words within a compound word.
• Accurately read multi-syllabic compound words (laptop, milkshake).
• Review and apply the Magic e rule to long vowel words.
• Map heart words "friend" and "because".
Compound Word Bank
stepmom backpack laptop login milkshake hotdog cupcake softball sunset
Heart Word Check
friend
Tricky: 'ie' says /e/
because
Tricky: 'au' & 'se'
Instructional Points
Segmenting Big Words
Teach students to look for the "seam" where the two words join. Model drawing a vertical line between them: back | pack. This makes long words feel less overwhelming for 1st-3rd graders.
VCe Patterns in Compounds
Note that many of the compound words in this story also contain the magic e rule (shake, cake, ball). Remind students that the rule stays the same even when the word is part of a longer compound word.
Discussion Prompts
"What did Sage and Jane do at the pond? Why did they have to leave at sunset? Which compound word in the story is something you wear on your back?"
Differentiating Instruction
Extra Support
• Use individual cards for 'cup' and 'cake'. Physically push them together.
• Color-code the first and second words in the passage.
• Focus on oral segmentation: "Say backpack without pack. (Back)."
Extension
• Find compound words that are not in the story.
• Write a different ending: What if they stayed past sunset?
• Create "word math" problems for classmates to solve.
Sunday Fun Slides Vowel Team Power
Sunday Fun
UFLI Foundations • Lesson 84
ai & ay
Syllable Split
🚜
🐌
🎨
The ai Team
ai
Rain /A/
🌧️
Location
We use ai in the MIDDLE of a word.
trail
snail
The ay Team
ay
Play /A/
☀️
Location
We use ay at the END of a word.
day
clay
Syllable Division
The Rule
"Vowel teams are BEST FRIENDS. They stay together in the same syllable!"
Sun | days
2 Syllables
Isolation Practice
Gail
👧
sprays
💦
snail
🐌
trail
🌲
clay
🥣
paint
🎨
Heart Word Method
be
cause
The be part is regular. The cause part is tricky because of the 'au' and the 'se'. Learn it by heart!
The Farm
On Sun-days, Gail visits her brother.
If it did not rain, she sprays the plants.
The Pond
They walk on the tr-ai-l.
Gail hunts for sn-ai-l shells.
She will p-ai-nt them at home.
Sunday Fun
🚜☀️🐌
On Sundays, Gail visits her brother at his farm. Gail loves to go to the farm because there is so much to do. She starts the day in the garden. If it did not rain, she sprays the plants with water.
Then, Gail and her brother walk on the trail from the garden to the pond. As they walk, Gail hunts for snail shells. When she finds shells, she tucks them in her pocket. She will paint them when she gets home.
At the pond, her brother likes to fish. He strings bait onto his fishing pole and waits for a bite. While they wait, Gail plays in the mud and clay. At the end of the day, they walk back up the trail to go home.
Hoora-ay!
You are an ai & ay Master!
Sunday Fun Practice Sheet Sunday Fun
UFLI Practice • Vowel Teams ai & ay
Name:
Sound Teams
🌧️🐚
sn
ai
l
middle team
🎨🥣
cl
ay
end team
Syllable Split
Draw a line between the syllables. Vowel teams stay together!
SUNDAYS
GARDEN
Heart Word
because
Reading Time
On Sundays, Gail visits her brother at his farm. Gail loves to go to the farm because there is so much to do.
If it did not rain, she sprays the plants with water. Then they walk on the trail to the pond.
Gail hunts for snail shells. She will paint them when she gets home. Her brother likes to fish with bait. He waits for a bite.
Gail plays in the mud and clay. At the end of the day, they walk back up the trail.
Farm Report
What does Gail find for her pocket?
What does Gail play in at the pond?
🚜🧺🦆
Draw Gail in the garden!
Sunday Fun • Vowel Teams • Grade 1-3
Sunday Fun Lesson Plan Structured Literacy Plan
Sunday Fun (ai & ay Vowel Teams)
UFLI Lesson 84 Aligned
Explicit • Systematic • Multi-Sensory
Preparation
Lesson Slides (ai/ay visuals)
Grapheme Tiles: ai, ay
Heart Word: because
Dictation Whiteboards
Skill Focus
Vowel Team 1
ai (middle sound)
Vowel Team 2
ay (end sound)
Division
Keep teams together!
1
Review Drills (5 min)
Visual Drill: Review all long vowel patterns learned to date (VCe). Introduce 'ai' and 'ay' as new teams that make the long /A/ sound.
Blending Drill: Practice words like: rain, paint, play, stay, day .
2
New Concept: ai & ay (5-7 min)
The Rule: "Two vowels go walking, the first one does the talking! ai and ay both say /A/. Use ai in the middle and ay at the end."Division Rule: "Vowel teams stay together. Never split them!"Model: Divide Sun / days .
3
Heart Word Method (3 min)
because: "We can sound out the 'be'. The heart part is the 'au' and 'se'. Draw a heart above those tricky parts!"
4
Dictation (10 min)
Word List
1. Gail (Name rule!)
2. spray
3. paint
4. snail
Sentence
"Gail will play in the clay on Sunday."
5
Connected Reading (10 min)
Read "Sunday Fun" .Team Hunt: Underline 'ai' words in blue and 'ay' words in yellow.Fluency: Practice the multisyllabic words Sundays, brother, garden, pocket.
Teaching Insight
Students often confuse ay with short a if they don't see the y as a partner. Remind them: "y" acts like a vowel when it's part of this team! Use the location rule (middle vs. end) to help them choose the right spelling.
Sunday Fun Teacher Guide Teacher Guide
Sunday Fun (Lesson 84)
Vowel Teams Series
Skill: ai, ay & Syllable Division
Core Objectives
• Accurately read and spell words with ai and ay.
• Identify the correct location for each vowel team (middle vs. end).
• Apply the rule: Vowel teams stay in the same syllable.
• Read with appropriate prosody and phrasing.
Location Rule
ai
Middle of word
ay
End of word
Focus Heart Word
because
Tricky: 'au' & 'se'
Instructional Points
Phonemic Awareness
"Students often struggle to hear the difference between long /A/ spelled with magic e and vowel teams. Emphasize that in 'Sunday Fun', we are looking for the teams that stick together. Tapping out 'snail' (/s/ - /n/ - /A/ - /l/) helps them see that the team makes one sound."
Syllable Division Strategy
"When dividing multisyllabic words like Sundays or garden , teach students to first find the vowel sounds. In 'Sundays', we find 'u' and 'ay'. Remind them that 'ay' is a team—a best friend pair—and must stay in the second syllable together."
Comprehension Questions
"What does Gail do in the garden when it doesn't rain? Why does Gail tuck snail shells in her pocket? What does she plan to do with them when she gets home?"
Differentiating Instruction
Extra Support
• Use color-coded vowel team cards (blue for middle, yellow for end).
• Highlight vowel teams in the passage with specific colors before reading.
• Focus on minimal pairs: ran/rain, pal/pail .
Extension
• Have students find other 'ay' words in the classroom.
• Write a poem about a rainy day using at least 5 'ai' words.
• Divide larger words like maintain or yesterday .
The Busy Day Slides Suffix Mastery
The Busy Day
UFLI Foundations • Lesson 107
Doubling Rule
-ed & -ing
🏃♂️
🏢
☕
🥱
Visual Drill
a
o
-ed
Past
-ing
Doing
✨
The 1-1-1 Rule
1
Syllable
1
Vowel
1
Consonant
DOUBLE IT!
nn, pp, tt
Watch it Change!
drop
📦
dropped
💨
run
🏃
running
👟
Big Words for Big Kids
🥱😵💫
exhausted
"When you are VERY, VERY tired after a long day."
🏘️🤝
roommate
"A person you share a home or room with."
Read in Chunks
Scoop the words for smoother reading!
When Edwin got home from work,
he dropped his bag on the floor.
Part 1
He dropped his bag and plopped on the couch.
"I am exhausted ," he sighed.
"What made your day so busy?" asked his roommate .
The Busy List
I dropped off letters at the post office.
I ended up running late for work.
I planned to come home for lunch.
I grabbed a sandwich at the diner.
I tripped and dropped my drink.
Doubling Challenge
Do we double the consonant before adding -ing?
sit
sitting
YES! Double t
jump
jumping
NO! Too many consonants
Resting!
You finished the busy day!
The Busy Day Practice Sheet The Busy Day
UFLI Practice • Doubling Rule (-ed, -ing)
Name:
Double It!
Does it follow the 1-1-1 rule? If yes, double the consonant!
drop ed
dropped
trip ed
run ing
Big Words
exhausted
very tired
roommate
shares a home
Reading Time
When Edwin got home from work, he dropped his bag on the floor and plopped on the couch. "I am exhausted ," he sighed.
"What made your day so busy?" his roommate asked. Edwin said, "It started when I dropped off letters. The line was so long that I ended up running late."
"I planned to come home for lunch, but I was so busy I skipped that trip. I grabbed a sandwich. As I was jogging back, I tripped and dropped my drink!"
"When my day was finally over, I hopped in my car and drove home. Now, I will be sitting right here, resting."
Busy Day Debrief
Why did Edwin skip lunch at home?
What happened when he was jogging?
🏃♂️🏢📦❌
Draw Edwin's messy day!
Literacy Foundations • Grade 1-3 • Lesson 107
Doubling Rule Anchor Chart The 1-1-1 Rule
Double the Power!
Before you add -ed or -ing...
Does your word have...
1
Syllable
👂
1
Short Vowel
🍎
1
End Consonant
🛑
Double the last letter!
Double It!
hop → hopping
sit → sitting
run → runner
Don't Double
jump → jumping
sleep → sleeping
wait → waiting
Reading Foundations • Suffix Anchor Chart
The Busy Day Teacher Guide Teacher Guide
The Busy Day: 1-1-1 Rule
Lesson 107 Guide
Doubling Rule for Suffixes
Objectives
• Identify 1-1-1 words (1 syllable, 1 short vowel, 1 end consonant).
• Apply the doubling rule before adding -ed or -ing.
• Define Tier 2 vocabulary: exhausted and roommate.
• Read with 90%+ accuracy in connected text.
Vocab Support
exhausted 🥱
"Edwin was exhausted after his long day." (Extremely tired)
roommate 🏘️
"Edwin's roommate asked about his day." (Person you live with)
Instructional Routine
The Rule Logic
"Ask students: Why do we double the letter? If we didn't, the vowel might change! In 'hop', adding '-ing' without doubling would make it 'hoping' (long o). The double consonant protects the short vowel sound."
Fluency Scooping
"Use Slide 6 to model 'scooping'. Draw arcs under phrases: When Edwin got home from work. This prevents word-by-word reading and helps students sound more like they are talking."
Comprehension Questions
"What happened to Edwin's drink? Why didn't he go back to get a new one? How do you think Edwin's roommate felt when Edwin said he would do 'nothing' tonight?"
Differentiating Instruction
Extra Support
• Use a '1-1-1 Checklist' card for students to check words against.
• Focus on just '-ing' first before moving to '-ed'.
• Physically write the base word, then the extra letter in a different color.
Extension
• Find words in the story that *don't* double (planned vs explain).
• Write a "Busy Day" schedule using at least 5 doubled words.
• Categorize doubled words into past (-ed) vs. present (-ing).
Doubling Rule Transformer Worksheet Suffix Transformer
The 1-1-1 Doubling Rule
Name:
The 1-1-1 Rule!
If a word has 1 syllable, 1 short vowel, and 1 ending consonant... Double the letter before adding -ed or -ing!
Base Word
Add -ed
Add -ing
drop
📦
dropped
hop
🐰
hopping
trip
🍌
run
🏃
N/A
sit
🪑
Suffix Transformation • Literacy Foundations
Busy Day Sequencing Activity Edwin's Busy Order
Reading Comprehension • Sequencing Activity
Name:
What a long day Edwin had! Read the sentences below. Write a number (1-6) in the box to show the order they happened in the story.
Edwin dropped off letters at the post office.
Post Office Trip
📮
Edwin got on his car and drove home.
Heading Home
🚗
Edwin tripped and dropped his drink.
A Messy Jog
🥤💥
Edwin plopped on the couch because he was exhausted.
Resting Time
🛋️😴
Edwin went to many meetings at work.
Office Work
🏢📑
Edwin grabbed a sandwich from the diner.
Lunch Break
🥪☕
Edwin's Feelings
Choose one word to describe Edwin's day and write why:
The Busy Day Sequencing • Comprehension Activity
Busy Day Inferencing Teacher Guide Inference Guide
Story: The Busy Day
Comprehension Focus
Grades 1-3 • Critical Thinking
What is an Inference?
The Formula
Clues in Text
Target Inferences
Edwin's Feelings: Infer that "exhausted" means more than just tired—it's a physical and mental drain.The "Messy" Day: Infer that Edwin felt frustrated when he tripped, even though the text doesn't say "he was mad."Night Plans: Infer that Edwin won't even get up for dinner because he is so focused on "resting."
Instructional Routine
1
Model (I Do)
Read the first paragraph. Focus on the sentence: "He dropped his bag on the floor and plopped on the couch."Think Aloud: "When I drop my things and 'plop' down, it's usually because I have no energy left. The text says he is 'exhausted'. My brain knows that after a long day of meetings, people feel worn out. So, I can infer that Edwin had a very stressful and tiring day at work."
2
Guided Practice (We Do)
Look at the part where Edwin "tripped and dropped my drink."Prompt: "Did the author tell us if Edwin was happy or sad about this? No. But let's look at the clues. He was already running late and had many meetings. How would you feel if you dropped your only drink when you were already busy? (Frustrated, annoyed). That is our inference!"
3
Independent Check (You Do)
Students complete the "Detective Inference Sheet." They must find one clue about Edwin's roommate. Ask: "How can we infer the roommate is a good friend? (Clue: He asked about Edwin's day; he listened to the long explanation)."
Support
Use picture clues. Show a picture of someone 'plopping' on a couch. Ask: "How do they feel?" Transfer that feeling to Edwin.
Extend
Predict the future. Based on how Edwin feels now, what will he probably do tomorrow morning? Use inferences to justify the answer.
Busy Day Inferencing Worksheet Detective Inference
The Busy Day • Reading Comprehension
Detective:
The Secret Formula
Clues in the Story
What I Already Know
=
MY INFERENCE
1
Case of the Tired Roommate
"Edwin responds: 'Nothing! I will be sitting right here on this couch, resting.'"
What I know about being very tired...
My Inference: Edwin feels...
2
Case of the Frustrating Jog
"I was jogging back... I tripped and dropped my drink. But I was too busy to go back."
What I know about dropping my drink...
My Inference: This made Edwin feel...
Inference Detective • Level 2 • Literacy foundations
Busy Day Inferencing Slides Reading Detectives
Inference Power
Using Clues in "The Busy Day"
Text + Brain
🕵️♂️🔍👣
The Secret Formula
📖
Clues
in the story
🧠
Schema
what I know
=
💡
Inference
"Authors don't tell us everything. We have to be detectives!"
The Clue
"Edwin got home... he dropped his bag and plopped on the couch."
🛋️🥱
My Brain Knows:
When people plop down like that, they are usually out of energy.
Inference: Edwin is very tired!
Detective Practice
"I tripped and dropped my drink. But I was too busy to go back and get a new one."
🤯
How does Edwin feel?
Frustrated
⌛
What is he thinking?
"I have no time!"
exhausted
😵💫💤
Infer the meaning from the clues:
"I've had meetings all day, ran late, and I'm plopped on the couch."
It means: BEYOND TIRED!
Meet the Roommate
"What made your day so busy?" he asked. Edwin explained.
Clue:
He asks questions and listens to Edwin.
Inference:
He is a kind and caring friend!
Detective Check
🏡
1. Why did Edwin skip lunch? Infer from the line "I was so busy."
🛋️
2. Will Edwin go to a party tonight? Why or why not?
Solved!
You are an Inference Detective!
