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 Teacher’s
Guide

Targeted Phonics Short Vowel Storybooks • Teacher’s Guide

TCM 14174
 Table of Contents

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
The Research on Early Reading. . . . . . . . . . . . . . . . . . . . . . . 5
Features of Targeted Phonics: Short Vowel Storybooks. . . . . 9
How to Use This Product. . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Kit Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
How to Use This Kit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Skills Addressed in the Program. . . . . . . . . . . . . . . . . . . . . . 13
Using the Books. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Level Correlations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Guided Reading Support. . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Using Targeted Phonics in Guided Reading/
Balanced Literacy Model. . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Other Blocks of a Balanced Reading Program. . . . . . . . . . . 19
Pacing Plans. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Using the Interactiv-eBooks in the Classroom. . . . . . . . . . . 26
Standards Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Introduction to Correlations . . . . . . . . . . . . . . . . . . . . . . . 28
Standards Charts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Section 1: Short a Stories. . . . . . . . . . . . . . . . . . . . . . . . . 31–44
Short a Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Book 1: Dad Wants a Nap. . . . . . . . . . . . . . . . . . . . . . . . . 32
Book 2: What Can San Do? . . . . . . . . . . . . . . . . . . . . . . . 36
Book 3: Pack a Bag!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Short a Review Activities. . . . . . . . . . . . . . . . . . . . . . . . . 44
Section 2: Short i Stories . . . . . . . . . . . . . . . . . . . . . . . 45–58
Short i Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Book 1: How Big is Kip? . . . . . . . . . . . . . . . . . . . . . . . . . 46
Book 2: Kip Wins! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Book 3: Kip Gets Fit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Short i Review Activities . . . . . . . . . . . . . . . . . . . . . . . . . 58
Section 3: Short o Stories. . . . . . . . . . . . . . . . . . . . . . . 59–72
Short o Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Book 1: A Big Job. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Book 2: Top That!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Book 3: A Box for Ross . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Short o Review Activities. . . . . . . . . . . . . . . . . . . . . . . . . 72
© Teacher Created Materials #14174—Short Vowel Storybooks 3
Table of Contents

Section 4: Short e Stories . . . . . . . . . . . . . . . . . . . . . . .73–86

Short e Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73
Book 1: Get to Bed, Ren! . . . . . . . . . . . . . . . . . . . . . . . . .74
Book 2: On a Walk with Ren. . . . . . . . . . . . . . . . . . . . . . .78
Book 3: Ren in a Mess . . . . . . . . . . . . . . . . . . . . . . . . . . .82
Short e Review Activities . . . . . . . . . . . . . . . . . . . . . . . . .86
Section 5: Short u Stories . . . . . . . . . . . . . . . . . . . . . .87–100
Short u Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87
Book 1: Gus in the Tub . . . . . . . . . . . . . . . . . . . . . . . . . . .88
Book 2: Read with Gus . . . . . . . . . . . . . . . . . . . . . . . . . . .92
Book 3: What Luck! . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96
Short u Review Activities . . . . . . . . . . . . . . . . . . . . . . . .100
Section 6: Mixed Practice Stories . . . . . . . . . . . . . .101–114
Mixed Practice Overview . . . . . . . . . . . . . . . . . . . . . . . .101
Book 1: Kip Gets Sick. . . . . . . . . . . . . . . . . . . . . . . . . . .102
Book 2: Fix It! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106
Book 3: You Can Do It!. . . . . . . . . . . . . . . . . . . . . . . . . .110
Mixed Practice Review Activities . . . . . . . . . . . . . . . . . .114
References Cited . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .115
Student Guided Practice Book Answer Key . . . . . . . . . . .116
Word Families and Sight Words . . . . . . . . . . . . . . . . .134–139
Short a Word Families . . . . . . . . . . . . . . . . . . . . . . . . . . . .134
Short i Word Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . .135
Short o Word Families . . . . . . . . . . . . . . . . . . . . . . . . . . . .136
Short e Word Families. . . . . . . . . . . . . . . . . . . . . . . . . . . . .137
Short u Word Families . . . . . . . . . . . . . . . . . . . . . . . . . . . .138
Short Vowel Storybooks Sight Words . . . . . . . . . . . . . . . . .139
Contents of the CDs and DVDs . . . . . . . . . . . . . . . . . . . . . .140

4 #14174—Short Vowel Storybooks © Teacher Created Materials

 How to Use This Product

Kit Components
Short a Books Short e Books

Short i Books Short u Books

Short o Books Mixed Practice Books

Teacher’s Guide
Student Guided
Teacher
Practice Book
Resource CD

Assessment Guide

Interactiv-eBook DVDs Assessment CD

Audio CD

© Teacher Created Materials #14174—Short Vowel Storybooks 11

How to Use This Product (cont.)

How to Use This Kit • vocabulary Reading the Book

preteaching notes

Short a Stories •
Second Reading

This program is designed for flexibility. The

familiarity with the
1. Tell students that
means to you want them to
you by reading aloud help
needed. the
a nap. Write the sentence sentence I want
Before Reading the or show them the sentenceon the board
Book on a page.
1. Ask students if they

• before-reading
have students
interrupted by a brother ever
or this line
adult, or even a pet

variety of pre- and postreading instructional

when
trying to do something they
. Prompt students to
to think about times
when

Book 1 • Dad Want

playing a game, looking they 11. Then
watching television. at a
Perhaps
recent classroom time
when

instruction
got interrupted.
2. Show the cover groups.
of the book to

activities provides strategies for both

Have them speculate read aloud
on what
trying to do. students
San. Do not
First Reading on page
1. Tell students that the story
Dad is talking
the first

addressing the needs of below-level and on/ • first-reading

s a Nap
students
practice

aloud

instruction
can

above-level students. Further, the listening,

and
each book.

working
story, was trying to help
page can you first Dad solve a problem.

• second-reading
see what the problem

art, movement, and drama activities create a

• Dad felt mad and is? (Page 8.) On what
sad when San wouldn’t
he felt once he realized quit interrupting
she was trying to him. How do you
• What could San help? (Accept any think
have done differently reasonable answers.)
problem? (Accept so that
any reasonable answers.) Dad realized she had a solution
to his

© Teacher Created

rich curriculum. instruction

Materials
#14174—Short Vowel
Storybooks
33

• third-reading instruction
Organization of the • suggestions for independent reading
Teacher’s Guide • discussion questions
This Teacher’s Guide is divided into six
sections, one for each of the five vowels Differentiating
plus one for mixed vowels. Each section

s a Nap
Instruction
Below-Level Instructi
on for Beginning Langua
ge Learners

Book 1 • Dad Want

contains the following components:
they can think of
an
the short a sound
(a

• below-level
2. Show the pictures
discuss each word often says maa,
Explain that each the consonant m.
sound. are two a’s to show
sound is stretched
3. Have students out.
practice board and have
sound, elongated
. aloud. Ask for a
4. Have them say caa and read it
the

instructional
difference.
On/Above-Level Instructi
on for Extending Langua

Short a Stories •
Activity 3
ge Learning
1. Print the word
mad
students when the
word short a words
the story.

Section Overview
doing something
2. Explain that mad .

activities
starts demonstrate one
but ends with another or

Short a Stories Se
c ti o n
The short a sound
middle of the word.
is and sad on the
of the words in this these words don’t
story instead invite
What Can San Do? same sound in the
3 Pack a Bag! middle, emotions with
two consonants.
3. Write mad on the

• list of stories for the

board.
first letter to make
Overview the

• on/above-level
found in the story:
Dad, sad. pages 12 and
4. Ask students to
think of of punctuation
words that end in
sound. ad. (Possible pages (periods,
include bad, cad, fad,
had, ellipses).
word. tad.) If students mention lad, pad,
provide
have the short a sound
for each type

target short vowel

variations for beginning
plaid), acknowled s
character cards ge the

instructional
identification of the exclamation
counters for each short follows a
student statement and an
exclamation point
Activity 4 used to show force. is
1. Ask students to 3. Read page 13 aloud:
tell you
that San did that had all the things go? I want a...Oh!
San, will you
the short a Ask students what
sound. Write them they think the repeated
on the board: gab, periods, or
jab, pat, rap, tap, yak. ellipses, show (a pause

• materials for the

or break in the

activities
34 #14174—Short Vowel sentence).
Storybooks
© Teacher Created
Materials

Activity 1
1. Say

overview activities 2. Write

• introduction to the Extension Activities

3. Repeat

Activity 2 Extension Activities

1. Distribute

Short a Stories •
counting Listening Activity:

characters
counters

• listening activity
The Missing Baa Art Activity:
2. Slowly Prepare enough 4 Disappearing Paint
list x 6‑inch cards so each
student has a card This playground paint
that says either daa, will wash away with
© Teacher Created maa, or waa. Give the next rain. Mix
Materials each student a card one cup of cornstarch
tell them and
#14174—Short Vowel food
Storybooks
31 paint.
Store the
students

• two or more • art activity

using the
season

Book 1 • Dad Want

substitute
page 99.

activities to introduce the vowel sound

students
the short
short

• movement activity
gab, jab, nap, pat,
do not use
lick, nod, rub, sing, hiss, hop, hug, jog
sip, sit, sob, yell, zip.

s a Nap
or game
with Dad
sleep.
the
reading.
six

Instructional Components
gabbing,

• drama activity
Short a

a _____________________________________

for Each Book

_____________
Read the words
in the box. Choose

cap
word for each sentence. a
Write the word
in the blank.
Dad taps nap cap can

taps

for Dad.

• list of
13

• learning objectives
#14186—Short Vowel
Storybooks
35

corresponding
• Students
vowel

• materials needed
• Students
solution a
• Students

Student Guided Practice Book pages

periods
• Language
learning appropriate
knowledge. academic

• book summary
Materials
• Activity
Resource
• Listening

• two or more review activities for the

daa, maa,
• Art Activity: cornstarch
tempera paint, small , water, food coloring
Sight Words containers, brushes or
• Student Guided

• word lists for the

a see Practice Book: pages10–1
3
do want Book Summary
go All Dad wants to do
wants is take a nap. San,

target vowel
ideas. Dad asks San however, has other
I not to yak, gab, rap,
you he loses all patience,
he discovers that San
jab, or tap. When
oh solution to one of
the reasons he’s finding actually has a
it hard to nap.

book am
Decodable Words
jab sad

• a chart of word families for

and mad San
can nap tap
cap not will
Dad pat
gab rap

the target vowel

32 #14174—Short Vowel
Storybooks
© Teacher Created
Materials

12 #14174—Short Vowel Storybooks © Teacher Created Materials

 How to Use This Product (cont.)
Skills Addressed in the Program
Reading and language arts standards were
consulted during the development of the
program. The identified skills derive from
the productivity of the patterns found in
the stories and the intended focus of the
program—to teach the short vowel sounds.
The Teacher Resource CD contains a
detailed scope and sequence, which traces
each skill to a particular activity. The skills
are divided into five categories: alphabet
skills, such as identifying letters and their
shapes; letter sounds, such as identifying
the initial sound of letters; word families,
such as identifying CVC words; sight
words, such as identifying high-frequency
words or understanding function words;
and application, such as recalling details or
developing fluency. The following skills
are included:
Alphabet Skills
• Letter configuration: recognizing and
producing letter shapes
• Uppercase and lowercase letters:
understanding the use of both forms of
letters
Letter Sounds
• Initial sound of vowel: recognizing
the sound of a vowel in contrast to a
consonant
• Elongated vowel sound: listening to,
identifying, or producing an elongated
vowel sound
• Initial and final consonants:
identifying the position of a consonant
• Counting sounds: determining the
number of sounds in a word
© Teacher Created Materials
Spelling Patterns
• CVC words: reading, identifying, and
producing CVC words
• Contrasting consonants:
distinguishing consonants, such as b
and d
• Rhyming words: identifying words
that almost rhyme, contrasted with
rhyming words
• Word families: identifying and using
words with the same rime, such as cab,
dab, gab, jab, and so on
• Compound consonants: identifying
and using words with consonant
patterns such as ck and ng, which are
taught as a single sound
• Doubled consonants: identifying and
using words with a doubled consonant,
such as gg, ll, ss, and tt, which are
taught as a single sound
• Wordplay: creating new rhyming
patterns or using nonsense words to
extend word families
Sight Words and Other Words
• Sight and high-frequency words:
reading words drawn from the Dolch
and Fry word lists
• Function words: understanding the
use of words such as prepositions or
conjunctions
• Challenge words: exploring words that
are not decodable or sight words
#14174—Short Vowel Storybooks 13
How to Use This Product (cont.)

Application For additional support, please refer to the

• Punctuation usage: understanding the following components:
role of end punctuation and quotation • Use the Audio CD with recordings
marks of the books for listening centers and
• Plural form: understanding how to to promote fluency and vocabulary
change a word from singular to plural development
by using the letter s • Make a home-school connection with
• Action words and phrases: identifying engaging activities and pdfs of each
and producing action words and book
phrases • Use the Assessment Guide and CD to
• Recalling details: remembering events access the program’s placement test,
and words from the stories oral reading records for each book, and
• Opposites: identifying opposites meaningful progress monitoring
• Homographs: identifying and
understanding words with the same
spelling and different meanings To find stories or
• Categorization: categorizing types of activities that teach a
words or sentences particular skill, such
as understanding
• Sentences and phrases: identifying
sentence types, consult
phrases, questions, statements,
the detailed scope and
exclamatory sentences
sequence found on the
• Fluency: reading or speaking to build Teacher Resource CD
fluency (filename: scope.pdf).
Using the Books
Typically, students read the books in the
order shown in the chart on page 15.
However, with one group, you may wish
to focus on a specific vowel sound that has
proved challenging. In that case, the set of
three books for that vowel can be taught
as a single set. For example, you will find
that the short o vowel sound books include
some words used in the short a and short
i books; however, the emphasis in short o
vowel books 1–3 is on words that have the
short o vowel sound.

14 #14174—Short Vowel Storybooks © Teacher Created Materials

 How to Use This Product (cont.)

Using the Books (cont.)

Main
Book Title Focus Text Features
Characters

Dad Wants a Nap Short a San Repetition, cumulative

What Can San Do? Short a San Repetition, rhyming

Pack a Bag! Short a San Repetition, rhyming, predictable

How Big Is Kip? Short i Kip Repetition, rhyming, predictable

Kip Wins! Short i Kip Repetition, rhyming, predictable

Kip Gets Fit Short i Kip Repetition, rhyming

A Big Job Short o Ross Repetition, rhyming, patterned

Top That! Short o Ross Repetition, rhyming, cumulative

A Box for Ross Short o Ross Repetition, predictable, cumulative

Get to Bed, Ren! Short e Ren Repetition, predictable

On a Walk With Ren Short e Ren Repetition, rhyming, predictable

Ren in a Mess Short e Ren Repetition, rhyming, predictable

Gus in the Tub Short u Gus Repetition, rhyming, predictable

Read with Gus Short u Gus Repetition, rhyming, predictable

What Luck! Short u Gus Repetition, predictable, cumulative

Kip Gets Sick Mixed Vowels Kip Repetition, rhyming, predictable

Fix It! Mixed Vowels Ross Repetition, rhyming, predictable

You Can Do It! Mixed Vowels All Repetition, rhyming, predictable

© Teacher Created Materials #14174—Short Vowel Storybooks 15

How to Use This Product (cont.)

Level Correlations
The chart below includes the reading level designations from TCM (Teacher Created
Materials) and the corresponding Guided Reading (GR), Early Intervention (EI),
Developmental Reading Assessment (DRA), and Lexile® levels.
Guided Early
TCM DRA Lexile®
Book Title Reading Intervention
Level Level Level
Level Level
Dad Wants a Nap 0.9 A 1 1 50L

What Can San Do? 1.0 A 1 1 150L

Pack a Bag! 1.0 A 1 1 130L

How Big Is Kip? 1.1 B 2 2 330L

Kip Wins! 1.0 A 1 1 470L

Kip Gets Fit 1.0 A 1 1 350L

A Big Job 0.9 A 1 1 280L

Top That! 1.0 A 1 1 BR

A Box for Ross 1.2 C 4 4 140L

Get to Bed, Ren! 1.1 B 2 2 120L

On a Walk with
1.1 B 2 2 220L
Ren
Ren in a Mess 1.2 C 4 4 60L

Gus in the Tub 1.0 A 1 1 270L

Read with Gus 1.2 C 4 4 20L

What Luck! 1.4 E 7 7 170L

Kip Gets Sick 1.3 D 6 6 120L

Fix It! 1.4 E 7 7 140L

You Can Do It! 1.4 E 7 7 100L

16 #14174—Short Vowel Storybooks © Teacher Created Materials

Book 1
How Big Iis Kip?

Learning Objectives
• Students will identify the short i vowel sound in CVC
words and will identify rhyming words.
• Students will use prediction and recall details of the
story.
• Students will identify question marks and create
questions.
• Language objective: Students will use appropriate
learning strategies to construct and apply academic
knowledge.

Materials
• Before Reading: one large sticky note
• Art Activity: a roll of brown or white butcher
paper; scissors; markers, crayons, or paint and
paintbrushes
• Student Guided Practice Book: pages 22–25

Book Summary
Kip likes to think he is getting big. When he compares
himself to things he sees around him, he is either much
bigger or much smaller. Finally, Kip discovers just how
big he truly is.

Decodable Words
as king rig Sight Words
big Kip ring a no
bin mitt how or
dill pig is yes
hill pin little
kid pit

#14174—Short Vowel Storybooks © Teacher Created Materials 46

 Reading the Book

Short i Stories • Book 1 • How Big Is Kip?

Vocabulary
Determine students’ familiarity with the
word rig, which in this usage means the rig
of a big truck. Also, confirm familiarity with
the word dill, as in dill pickle. Offer support
as needed.
Before Reading the Book
1. Cover the title of the book with a sticky
note. Have students guess what the
story is about, based on the picture of
Kip. Then show them the title.
2. Ask students if they have a place
at home where they are measured
regularly. Discuss how people’s heights
vary greatly, emphasizing the need
to stay healthy no matter what one’s
height is.
First Reading
1. Have students make predictions about
the content of the book, such as Kip
wants to know how big he is.
2. Discuss the purpose of the question
mark in the title.
3. Point out the speech bubble on page
4 and have the students join you in
saying “No!” as you read the
story aloud.
4. Stop after reading page 13. Ask
students if they can guess what
happens on the last page. Accept any
reasonable responses before reading
the page aloud.
Second Reading
1. Read aloud the first part of each
sentence on pages 4–13: Is Kip as…?
2. Using the picture cues, have students
read the rest of each sentence.
Third Reading
1. Divide students into two groups.
2. Read page 3 aloud to students.
3. One group reads aloud all the
sentences that start with Is Kip as big…?
4. The other group reads aloud the
sentences that start with Is Kip as
little…?
5. Everyone reads page 14 together.
6. Reverse roles for an optional
fourth reading.
Independent Reading
Send the books home with the students
so they have the opportunity to practice
reading the books independently.
Encourage them to read the books aloud
to family members. Family members can
participate by using the questions and
activities provided on page 16 of each book.

Discussion Questions
• What are all the big things in the story? (A rig, a hill, a bin, a pit, a king.)
• What are all the little things in the story? (A pig, a dill, a pin, a mitt, a ring.)
• Can you think of other things with the short i sound that are big or little?
(Possible responses might be bib, fig, fin, gill, hip, inn, kiss, kit, lid, lip, rib, sis, tick,
tin, wig, wing.)
• What do you want to be as big as?

47 © Teacher Created Materials #14174—Short Vowel Storybooks

Short i Stories • Book 1 • How Big Is Kip? Differentiating Instruction
Below-Level Instruction for Beginning Language Learners
Activity 1
1. Write the word in on the board. Discuss
how the word has the short i and the
/n/ sound.
2. Add the letter b in front of in to make
the word bin. Discuss the sounds of the
three letters, pronouncing bin slowly
and elongating the short i sound.
3. Change the letter b to d to make
the word din (which means a loud
continued noise). Discuss how once
the students know the sounds of the
letters, they can make word families.
4. Repeat this process by making the
following words: fin, kin, pin, sin, tin, win.
On/Above-Level Instruction for Extending Language Learning
Activity 3
1. Have students recall all of the things in
the story that had a short i sound: bin,
dill, hill, kid, king, Kip, mitt, pig, pin, pit,
rig, ring. Write the words on the board.
2. Ask students which words rhyme. Write
those words in pairs.
3. Although they begin with the same
consonant and have the same vowel,
the words Kip and kid do not rhyme in
the story. Challenge students to think
of rhymes for each word. (Possible
responses for Kip include dip, hip,
lip, nip, pip, rip, sip, tip, zip. Possible
responses for kid include bid, did, hid, id,
lid, rid, Sid.)
Activity 4
1. Write the following sentence on the
board: Is Kip as big as a ___?
2. Have a volunteer come to the board
and write one of the words from the
story.
#14174—Short Vowel Storybooks
Activity 2
1. Write the word Kip on the board.
Discuss how a person’s name begins
with an uppercase letter such as the K
in Kip.
2. Write the following names on the
board and have students read them:
Jin, Kim, Liz, Sid, Tim. Add names of
students, if appropriate.
3. If time permits, add Jill to the list and
discuss how the two ll’s work together
to make one sound.
3. Have the class answer the question
with the word yes or no.
4. Repeat with other items recalled from
the story (rig, pig, hill, dill, bin, pin, pit,
mitt, king, ring).
5. If time permits, have students volunteer
new words to compare.
Activity 5
1. Write the following sentence on the
board: Is Kip as big as a rig? Explain that
this sentence is a question and discuss
the use of a question mark.
2. Write the following sentence on the
board: Kip is not as big as a rig. Explain
that this is a statement and discuss how
it has a period at the end.
3. Write other questions from the story on
the board. Have students tell you what
the answering statements should be.
Write them on the board.
© Teacher Created Materials 48
 Extension Activities

Short i Stories • Book 1 • How Big Is Kip?

Listening Activity: Movement Activity:
The Missing Rhyme Big or Little?
Tell students to think about the story as you Have students sit on the floor. Tell them
say a word from it. Students should raise that you will say an item with a short i
their hands when they recall the rhyming sound. If the item is big, they should make
word. For example, say the word rig. The themselves as big as possible. If the item
students should respond with pig. Other is little, they should make their bodies as
rhymes, in the order they appear in the small as possible. Words to use include bib,
story, include hill and dill, bin and pin, pit bin, dill, fig, fin, gill, hill, hip, inn, king, kiss, kit,
and mitt, king and ring. Repeat by mixing lid, lip, mitt, pig, pin, pit, rib, rig, ring, tick, tin,
up the order. Finally, tell students to think wig, wing.
of new rhyming words. See the word
lists on page 135 for additional rhyming Drama Activity:
possibilities.
Opposites
Discuss how the words big and little are
Art Activity: opposites. For this activity, students act out
Self‑Portraits the opposite of what you say. The response
Have each student lie down on a piece of should always be a short i word, although
white or brown butcher paper. Outline reasonable responses—even if they aren’t
each student with a marker. As needed, short i words—should be welcomed. Give
help students cut out the outline. Have an example by saying, “If I say ‘feeling
them use markers, crayons, or paint to healthy or well,’ then you should act out
finish their self‑portraits, printing their feeling sick (or ill).” More pairs include lose
names somewhere on the portrait. Display and win, keep quiet during a song and sing,
the portraits in the room. Throughout the miss the ball and hit, stand and sit, eat ice
year, compare heights to the portraits to cream with a spoon and lick it from a cone,
demonstrate growth. handle a sheet of paper carefully and rip, pile
up dirt and dig.

The answer key is on page 119.

How Big Is Kip? Short i How Big Is Kip? Short i How Big Is Kip? Short i How Big Is Kip? Short i

Name __________________________________________________ Name __________________________________________________ Name __________________________________________________ Name __________________________________________________

Directions: Write the letter i in each word. Read the Directions: Write the letter i in each word. Read the Directions: Read the words. Some words tell about Directions: Say the name of each picture. The letters
words. Draw a line from each word to its picture. words. Draw a line from each word to its picture. the big things Kip sees. Draw a circle around each one. are mixed up. Spell the word correctly in the blank.

1. bin pin 1. bin hill

h ll
1. gir
rig
d ll
pin king
2.
Teacher Created Materials 2.
rig mitt 2. npi
3. k ng r ng
5301 Oceanus Drive 3. Directions: Read the words. Some words tell about the
little things Kip sees. Draw a circle around each one.

Huntington Beach, CA 92649‑1030 3. gpi

4. r g 4. p
http://www.tcmpub.com g ring pit

dill king 4. nib

5. p t ISBN 978‑1‑4333‑3174‑9
m tt 5. pig pin

22 © 2012 Teacher Created Materials, Inc.

#12999—Short Vowel Storybooks—Student Guided Practice Book © Teacher Created Materials © Teacher Created Materials #12999—Short Vowel Storybooks—Student Guided Practice Book 23 24 #12999—Short Vowel Storybooks—Student Guided Practice Book © Teacher Created Materials © Teacher Created Materials #12999—Short Vowel Storybooks—Student Guided Practice Book 25

BP 5028

49 © Teacher Created Materials #14186—Short Vowel Storybooks 49

 Oral Reading Record for:
How Big Is Kip?
Name_ ______________________________ Date__________
Assessor_____________________________
Word Count Codes
88 E = errors SC = self-corrections M = meaning S = structure V = visual
Cues Used
Page Text E SC
E SC

3 Is Kip big or little? M S V M S V

4 Is Kip as big as a rig? M S V M S V

5 Is Kip as little as a pig? M S V M S V

6 Is Kip as big as a hill? M S V M S V

7 Is Kip as little as a dill? M S V M S V

8 Is Kip as big as a bin? M S V M S V

9 Is Kip as little as a pin? M S V M S V

10 Is Kip as big as a pit? M S V M S V

11 Is Kip as little as a mitt? M S V M S V

12 Is Kip as big as a king? M S V M S V

13 Is Kip as little as a ring? M S V M S V

14 Is Kip as big as a kid? Yes! Kip is a big kid! M S V M S V

Error Rate: Self-Correction Rate: Accuracy Percentage: Time:

32 #15096—Short Vowel Storybooks—Assessment Guide © Teacher Created Materials

 How Big Is Kip? Short i

Name___________________________________________________

Directions: Write the letter i in each word. Read the

words. Draw a line from each word to its picture.

1. bin
2. h ll
3. k ng
4. r g
5. p t
22 #12999—Short Vowel Storybooks—Student Guided Practice Book © Teacher Created Materials
How Big Is Kip? Short i

Name___________________________________________________

Directions: Write the letter i in each word. Read the

words. Draw a line from each word to its picture.

1. pin
2. d ll
3. r ng
4. p g
5. m tt
© Teacher Created Materials #12999—Short Vowel Storybooks—Student Guided Practice Book 23
 How Big Is Kip? Short i

Name___________________________________________________

Directions: Read the words. Some words tell about

the big things Kip sees. Draw a circle around each one.

bin hill

pin king

rig mitt

Directions: Read the words. Some words tell about the

little things Kip sees. Draw a circle around each one.

ring pit

dill king

pig pin

24 #12999—Short Vowel Storybooks—Student Guided Practice Book © Teacher Created Materials

 How Big Is Kip? Short i

Name___________________________________________________

Directions: Say the name of each picture. The letters

are mixed up. Spell the word correctly in the blank.

1. gir
rig
2. npi

3. gpi

4. nib

© Teacher Created Materials #12999—Short Vowel Storybooks—Student Guided Practice Book 25

 Kip may not be as big as a
rig. He may not be as little
as a pig. But he finds out
just how big he is.

Short i
Book 1 TCM 13410 Suzanne I. Barchers
 Consultants Publishing Credits
Robert C. Calfee, Ph.D. Dona Herweck Rice, Editor-in-Chief
Stanford University Lee Aucoin, Creative Director
Sharon Coan, M.S.Ed., Project Manager
P. David Pearson, Ph.D. Jamey Acosta, Editor
University of California, Berkeley Robin Erickson, Designer
Cathie Lowmiller, Illustrator
Robin Demougeot, Associate Art Director
Heather Marr, Copy Editor
Rachelle Cracchiolo, M.S.Ed., Publisher

Teacher Created Materials

5301 Oceanus Drive
Huntington Beach, CA 92649-1030
http://www.tcmpub.com
Is Kip big or little?
ISBN 978-1-4333-2410-9
© 2012 by Teacher Created Materials, Inc.
BP 5028
2 3
 No!

No!

Is Kip as big as a rig? Is Kip as little as a

pig?
4 5
 No!

No!

Is Kip as big as a hill? Is Kip as little as a

dill?
6 7
 No!

No!

Is Kip as big as a bin? Is Kip as little as a

pin?
8 9
 No!

No!

Is Kip as big as a pit? Is Kip as little as a

mitt?
10 11
 No!

No!

Is Kip as big as a Is Kip as little as a

king? ring?
12 13
 Yes!

Decodable Words

as is pig
big kid pin
bin king pit
dill Kip rig
hill mitt ring

Sight Words

a
how
little
no
or
yes
Is Kip as big as a kid?
Yes! Kip is a big kid!
14 15