Jumpstart

Teaching Beginning Reading using the Fuller Technique

Ladderized Teaching Module in English

Series 1 - Module 3
The Short / ĭ / Word Family

Division Initiated Reading Intervention and

Remediation Material in English

This instructional material was collaboratively

developed and reviewed by educators from
Department of Education - Bislig City Division.
We encourage teachers and other stakeholders
to email their feedback, comments and
recommendations at bcdlrmds@[Link]. We
value your feedback and recommendations.
Jumpstart: Series 1 - Module 3: The Short /ĭ/ Word Family
Teaching Beginning Reading Using the Fuller Technique
Ladderized Teaching Modules
First Edition 2019

Republic Act 8293, Section 176 indicates that: No copyright shall subsist
in any work of the Government of the Philippines. However, prior approvalof the
government agency or office wherein the work is created shall be necessary
for exploitation of such work for profit. Such agency or office may among other
things, impose as a condition the payment of royalties.

Borrowed materials (i.e., stories, selections, poems, songs, pictures,

photos, brand names, trademarks, etc.) included in this book are owned by
their respective copyright holders. Every effort has been exerted to locate and
seek permission to use these materials from their respective copyright owners.
The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education – Bislig City Division

Secretary: Leonor M. Briones

Development Team of the Learning Module

Author: Marvilyn C. Francia, Ph.D.

Chief Education Supervisor - CID

Module Concept & Editing: Jay Silvosa Ayap

Education Program Supervisor

Celeste Faith R. Almanon

Project Development Officer II
 Preface
This module was written for the ultimate purpose of
transforming the Learning to Read (L to R) learners to Reading
to Learn (R to L) learners. It is written principally to provide
the teachers, parents and guardians a step-by-step process
of teaching beginning reading using the Fuller Technique. This
work evolved out of the heartfelt need of the teachers, school
administratorsand supervisors to produce learners who cannot
only read but also love to read and eventually develop the
genuine love for reading and life long learning.

Acknowledgement is also due to the Schools Division

Superintendent, Madam Josita B. Carmen, CESO V, for her
unwavering support and full trust to the plans of action of the
Curriculum Implementation Division in its effort to improve
the learning outcomes of the Bisliganon learners such that No
Bisliganon Child shall be Left Behind.

Above all, DepEd-Bislig City Division dedicates this work

of love to God Almighty who is the Source of all Strength and
the Teacher of all Teachers.

Table of Contents
Preface ------------------------------------------------------- i

Lesson 12: The /it/ Family

1
I Can Tell What is in the Picture --------------------------------
I Can Recall Consonant Sounds ------------------------- 4
4
I Can Blend Sounds -------------------------------------------
5
I Can Read Words ---------------------------------------------
I Can Play and Have Fun with Words ------------------- 6
10
I Can Answer Exercises ---------------------------------------
15
I Can Read Phrases --------------------------------------------
15
I Can Write Phrases ---------------------------------------------
16
I Can Read Sentences -----------------------------------------
16
I Can Read a Story ---------------------------------------------
16
I Can Answer Questions -----------------------------------

Lesson 13: The /in/ Family

I Can Read Words and Names----------------------- 17

18
I Can Tell What is in the Picture --------------------------------
I Can Recall Consonant Sounds ------------------------- 21
21
I Can Blend Sounds -------------------------------------------
22
I Can Read Words ---------------------------------------------
I Can Play and Have Fun with Words ------------------- 23
27
I Can Answer Exercises ---------------------------------------
32
I Can Read Phrases --------------------------------------------
32
I Can Write Phrases ---------------------------------------------
33
I Can Read Sentences -----------------------------------------
33
I Can Read a Story ---------------------------------------------
33
I Can Answer Questions --------------------------------------

Lesson 14: The /ip/ Family

I Can Read Words and Names----------------------- 34

35
I Can Tell What is in the Picture --------------------------------
I Can Recall Consonant Sounds ------------------------- 38
38
I Can Blend Sounds -------------------------------------------
39
I Can Read Words ---------------------------------------------
I Can Play and Have Fun with Words ------------------- 40
44
I Can Answer Exercises ---------------------------------------
49
I Can Read Phrases --------------------------------------------
49
I Can Write Phrases ---------------------------------------------
50
I Can Read Sentences -----------------------------------------
50
I Can Read a Story ---------------------------------------------
50
I Can Answer Questions --------------------------------------

Lesson 15: The /ig/ Family

I Can Read Words and Names----------------------- 51

52
I Can Tell What is in the Picture --------------------------------
I Can Recall Consonant Sounds ------------------------- 55
55
I Can Blend Sounds -------------------------------------------
56
I Can Read Words ---------------------------------------------
I Can Play and Have Fun with Words ------------------- 57
61
I Can Answer Exercises ---------------------------------------
66
I Can Read Phrases --------------------------------------------
66
I Can Write Phrases ---------------------------------------------
67
I Can Read Sentences -----------------------------------------
67
I Can Read a Story ---------------------------------------------
I Can Answer Questions --------------------------- 67
I Can Read Words in the Short /ĭ/ family --- 68
 MODULE 3:
The Short / ĭ / Word Family

Lesson 12: /it/

I Can Tell What is in the Picture!

Introduce or review the names of
things, places, events, persons and
actions shown in the pictures.

1. bit

2. fit

Jumpstart 1
3. hit

4. kit

5. lit

2 Jumpstart
6. pit

7. sit

8. wit

Jumpstart 3
 I Can Recall Consonant Sounds!
Review the following consonant letters
(onsets) and their sounds. Use the
following flash cards:

b f k l
p s w h
Reminder:
1. Using the flash cards, show the correct way of producing
the consonant sounds (onset). One consonant sound or
onset at a time.
2. Have the pupils repeat by row.
3. Have the pupils repeat one by one.

I Can Blend Sounds!

Blend the sounds of the target rime:
/it/. Prepare the following flash cards:

i t = it

Reminder:
1. Using the flash cards, show the correct way of blending
the sounds of the target rime: /it/
2. Have the pupils repeat by row.
3. Have the pupils repeat one by one.

4 Jumpstart
 I Can Read Words!
Blend the sounds of the onsets and
target rime: /it/. Use the flash cards.

Reminder:
1. Using the flash cards, show the correct way of blending the
sounds of the onset and rime.
2. Have the pupils repeat by row.
3. Have the pupils repeat one by one.

onsets: rime:
b it = bit
f it = fit
h it = hit
k it = kit
l it = lit
p it = pit
s it = sit
w it = wit

Jumpstart 5
 I Can Play and Have Fun with Words!
Below are suggested games. The teacher
may perform other games for mastery in
decoding words and enriching learner’s
vocabulary.

Game 1: Card Drawing Game

What to prepare: 5 sets of word cards

bit fit hit kit

lit pit sit wit

What to do:

a. Group children into five or more.

b. Let them form a circle.
c. Put the pile of word cards (turned upside down) in the
middle.
d. Each child draws a card and reads the word.
e. If he/she reads the word correctly, he/she gets the
card. If not, he/she returns it to the pile.
f. The child with the most number of cards wins.

Note: For beginners, do the whole class method first before

breaking them into groups or pairs.

6 Jumpstart
 Game 2: Match Words and Pictures
What to prepare: 5 sets of word cards
5 sets of pictures that match with the
word cards

bit
fit
lit
pit
sit
hit
wit

What to do:
a. Group children into five or more.
b. Let them form a circle.
c. Put the pile of word cards in the middle.
d. Put the pile of pictures separate from the word cards.
e. Each child draws a word card, reads the word and picks
the picture that corresponds to the word card.
f. If he/she reads the word correctly and picks the correct
picture, he/she gets the card. If not, he/she returns
them to the pile.
g. The child with the most number of cards wins.
Note: For beginners, do the whole class method first before
breaking them into groups or pairs.

Jumpstart 7
Game 3: Matching Words and Pictures Using Word Game Cards
What to prepare:
Word Game Cards of target onsets and rimes
(See sample card below)
Pictures of the target words
Markers (pebbles, paper clips, etc)

WORD GAME CARD

wit kit bit pit

fit sit lit kit

hit bit kit wit

kit fit sit lit

hit pit bit fit

What to do:
a. Give a Word Game Card to each learner/ pair/group.
b. Give them markers (paper clips, pebbles) which they
will place on top of the word in the Word Game Card.
c. Tell them the desired boxes to be completed. (Ex. Vertical line,
Horizontal line, Lines that cross, X line, etc.)
d. Say the word or show the picture.
e. Let the learners look for the word in their card and put a marker
on top of it.
f. The learner/s who complete/s the desired boxes win/s the game.
Note: For beginners, do the whole class method first before
breaking them into groups or pairs.

8 Jumpstart
Game 4: Matching Words and Pictures Using Picture Game Cards
What to prepare:
Picture Game Cards of target onsets and rimes
(See sample picture game card below)
Flash cards of the target words
Markers (pebbles, paper clips, etc)

PICTURE GAME CARD

What to do:
a. Give a Picture Game Card to each learner/ pair/group.
b. Give them markers (paper clips, pebbles) which they will
place on top of the word in the Word Game Card.
c. Tell them the desired boxes to be completed. (Ex. Vertical
line, Horizontal line, Lines that cross, X line, etc.)
d. Show the flash cards.
e. Let the learner/s look for the picture in their card and put a
marker on top of it.
f. The learner/s who complete/s the desired boxes win/s the
game.
Note: For beginners, do the whole class method first before
breaking them into groups or pairs.
Jumpstart 9
 I Can Answer Exercises!
Prepare the worksheets below. Explicitly
teach the learners how to perform the
exercises by group, by pair or individually.

Exercise A: Encircle the word that names the

pictures. The first one is done for you.

fit pit

sit bit

Kit lit

sit fit

Kit bit

hit pit

10 Jumpstart
Exercise B: Read the word. Encircle the picture. The
first one is done for you.

kit

pit

sit

hit

lit

bit

fit

Jumpstart 11
Exercise C: Complete the name of the picture. The
first one is done for you.

k it

___it

___it

___it

___it

___it

12 Jumpstart
Exercise D: Write the name of the picture. The first
one is done for you.

bi t

Jumpstart 13
Exercise E: Read the word. Draw what it says. The
first one is done for you.

lit

kit

sit

fit

pit

14 Jumpstart
 I Can Read Phrases!
Introduce the sight words. Prepare the
following flash cards:

he the near has

in on like a

in the pit like the kit

he has a kit on the kit
lit the pit near the pit
sit in the pit bit the kit

I Can Write Phrases!

Introduce writing of phrases. Ensure
that the learners observe correct
spaces between words.

Example:

Jumpstart 15
 I Can Read Sentences!
Read the sentence. Answer the question
that follows.

The kit is inside the pit. (What is inside the pit?)

I sit with the kit. (Who sits with me?)
Kit lit the pit. (Who lit the pit?)

I Can Read A Story!

Read the story.

The Pit
Kit likes the pit.
He sit near the pit.
He sits in the pit.

I Can Answer Questions!

Answer the following questions.

1. Who likes the pit?

2. Does he sit near the pit?
3. Does he sit in the pit?
4. Have you seen a pit? Would you sit inside the pit?
Why or why not?

16 Jumpstart
 MODULE 3:
The Short / ĭ / Word Family

Lesson 13: /in/

I Can Read Words and Names!
Have the pupils read the words one
column at a time. The uniformity of the
ending will help the children decode
the words faster.

/it/

bit lit

fit pit

hit sit

kit wit

lit
Jumpstart 17
 I Can Tell What is in the Picture!
Introduce or review the names of
things, places, events, persons and
actions shown in the pictures.

1. bin

2. fin

3. kin

18 Jumpstart
4. pin

5. sin

6. tin

Jumpstart 19
7. win

8. Lin

8. Vin

20 Jumpstart
 I Can Recall Consonant Sounds!
Review the following consonant letters
(onsets) and their sounds. Use the
following flash cards:

b f k L p

s w V t
Reminder:
1. Using the flash cards, show the correct way of producing
the consonant sounds (onset). One consonant sound or
onset at a time.
2. Have the pupils repeat by row.
3. Have the pupils repeat one by one.

I Can Blend Sounds!

Blend the sounds of the target rime:
/in/. Prepare the following flash cards:

i n = in

Reminder:
1. Using the flash cards, show the correct way of blending
the sounds of the target rime: /in/
2. Have the pupils repeat by row.
3. Have the pupils repeat one by one.

Jumpstart 21
 I Can Read Words!
Blend the sounds of the onsets and
target rime: /in/. Use the flash cards.

Reminder:
1. Using the flash cards, show the correct way of blending the
sounds of the onset and rime.
2. Have the pupils repeat by row.
3. Have the pupils repeat one by one.

onsets: rime:
b in = bin
f in = fin
k in = kin
p in = pin
s in = sin
t in = tin
w in = win
L in = Lin
V in = Vin
22 Jumpstart
 I Can Play and Have Fun with Words!
Below are suggested games. The teacher
may perform other games for mastery in
decoding words and enriching learner’s
vocabulary.

Game 1: Card Drawing Game

What to prepare: 5 sets of word cards

bin fin kin

sin tin win
Vin Lin pin

What to do:

a. Group children into five or more.

b. Let them form a circle.
c. Put the pile of word cards (turned upside down) in the
middle.
d. Each child draws a card and reads the word,
e. If he/she reads the word correctly, he/she gets the
card. If not, he/she returns it to the pile.
f. The child with the most number of cards wins.

Note: For beginners, do the whole class method first before

Jumpstart 23
 Game 2: Match Words and Pictures
What to prepare: 5 sets of word cards
5 sets of pictures that match with the
word cards

bin
fin
kin
pin
sin
tin
win
Lin
Vin
What to do:
a. Group children into five or more.
b. Let them form a circle.
c. Put the pile of word cards in the middle.
d. Put the pile of pictures separate from the word cards.
e. Each child draws a word card, reads the word and pick
the picture that corresponds to the word card.
f. If he/she reads the word correctly and picks the correct
picture, he/she gets the card. If not, he/she returns
them to the pile.
g. The child with the most number of cards wins.
Note: For beginners, do the whole class method first before
breaking them into groups or pairs.
24 Jumpstart
Game 3: Matching Words and Pictures Using Word Game Cards
What to prepare:
Word Game Cards of target onsets and rimes
(See sample card below)
Pictures of the target words
Markers (pebbles, paper clips, etc)

WORD GAME CARD

tin win kin bin

fin Lin tin Vin

pin sin win Lin

win Vin bin pin

kin tin fin Lin

What to do:
a. Give a Word Game Card to each learner/ pair/group.
b. Give them markers (paper clips, pebbles) which they
will place on top of the word in the Word Game Card.
c. Tell them the desired boxes to be completed. (Ex. Vertical line,
Horizontal line, Lines that cross, X line, etc.)
d. Say the word or show the picture.
e. Let the learners look for the word in their card and put a marker
on top of it.
f. The learner/s who complete/s the desired boxes win/s the game.
Note: For beginners, do the whole class method first before
breaking them into groups or pairs.

Jumpstart 25
Game 4: Matching Words and Pictures Using Picture Game Cards
What to prepare:
Picture Game Cards of target onsets and rimes
(See sample picture game card below)
Flash cards of the target words
Markers (pebbles, paper clips, etc)

PICTURE GAME CARD

What to do:
a. Give a Picture Game Card to each learner/ pair/group.
b. Give them markers (paper clips, pebbles) which they will
place on top of the word in the Word Game Card.
c. Tell them the desired boxes to be completed. (Ex. Vertical
line, Horizontal line, Lines that cross, X line, etc.)
d. Show the flash cards.
e. Let the learner/s look for the picture in their card and put a
marker on top of it.
f. The learner/s who complete/s the desired boxes win/s the
game.
Note: For beginners, do the whole class method first before
breaking them into groups or pairs.
26 Jumpstart
 I Can Answer Exercises!
Prepare the worksheets below. Explicitly
teach the learners how to perform the
exercises by group, by pair or individually.

Exercise A: Encircle the word that names the

pictures. The first one is done for you.

pin win

sin pin

tin vin

Lin fin

pin bin

pin fin

Jumpstart 27
 Exercise B: Read the word. Encircle the picture. The
first one is done for you.

bin

pin

sin

tin

Lin

28 Jumpstart
Exercise C: Complete the name of the picture. The
first one is done for you.

kin

__in

__in

__in

__in

__in

Jumpstart 29
 Exercise D: Write the name of the picture. The first
one is done for you.

f in

30 Jumpstart
Exercise E: Read the word. Draw what it says. The

win

fin

pin

bin

tin

kin

Jumpstart 31
 I Can Read Phrases!
Introduce the sight words. Prepare the
following flash cards:

for they and their

inside a the with
inside the bin for the win
win a bin their kin
win with Lin a tin bin
they win Vin wins
pin the fin pin of a kin
Lin and Vin

I Can Write Phrases!

Introduce writing of phrases. Ensure
that the learners observe correct
spaces between words.

Example:

32 Jumpstart
 I Can Read Sentences!
Read the sentence. Answer the question
that follows.

The pin is inside the bin. (What is inside the bin?)

Vin wins a bin. (Who wins a bin?)

He wins for his kin. (For whom is his win?)

I Can Read A Story!

Read the story.

Lin and Vin

Lin wins a bin.
Vin wins a pin.
They win for their kin.

I Can Answer Questions!

Answer the following questions.

1. Who wins a bin?

2. Who wins a pin?
3. For whom do they win?
4. Have you been a winner? In what game or
games?

Jumpstart 33
 MODULE 3:
The Short / ĭ / Word Family

Lesson 14: /ip/

I Can Read Words and
Have the pupils read the words one
column at a time. The uniformity of the
ending will help the children decode the
words faster.

/it/ /in/

bit bin

fit fin

hit kin

kit pin

lit sin
34 Jumpstart
 I Can Tell What is in the Picture!
Introduce or review the names of
things, places, events, persons and
actions shown in the pictures.

1. dip

2. hip

3. lip

Jumpstart 35
 [Link]

[Link]

6. tip

36 Jumpstart
7. Bip

8. Pip

Jumpstart 37
 I Can Recall Consonant Sounds!
Review the following consonant letters
(onsets) and their sounds. Use the
following flash cards:

d h l r s

t B P
Reminder:
1. Using the flash cards, show the correct way of producing
the consonant sounds (onset). One consonant sound or
onset at a time.
2. Have the pupils repeat by row.
3. Have the pupils repeat one by one.

I Can Blend Sounds!

Blend the sounds of the target rime:
/ip/. Prepare the following flash cards:

i p = ip

Reminder:
1. Using the flash cards, show the correct way of blending
the sounds of the target rime: /ip/
2. Have the pupils repeat by row.
3. Have the pupils repeat one by one.

38 Jumpstart
 I Can Read Words!
Blend the sounds of the onsets and
target rime: /ip/. Use the flash cards.

Reminder:
1. Using the flash cards, show the correct way of blending the
sounds of the onset and rime.
2. Have the pupils repeat by row.
3. Have the pupils repeat one by one.

onsets: rime:

h ip = hip
l ip = lip
r ip = rip
s ip = sip
t ip = tip
B ip = Bip
P ip = Pip

Jumpstart 39
 I Can Play and Have Fun with Words!
Below are suggested games. The teacher
may perform other games for mastery in
decoding words and enriching learner’s
vocabulary.

Game 1: Card Drawing Game

What to prepare: 5 sets of word cards

dip hip lip rip

sip tip Bip Pip

What to do:

a. Group children into five or more.

b. Let them form a circle.
c. Put the pile of word cards (turned upside down) in the
middle.
d. Each child draws a card and reads the word,
e. If he/she reads the word correctly, he/she gets the
card. If not, he/she returns it to the pile.
f. The child with the most number of cards wins.

Note: For beginners, do the whole class method first before

breaking them into groups or pairs.

40 Jumpstart
 Game 2: Match Words and Pictures
What to prepare: 5 sets of word cards
5 sets of pictures that match with the
word cards

dip
hip
lip
rip
sip
tip
Bip
Pip
What to do:
a. Group children into five or more.
b. Let them form a circle.
c. Put the pile of word cards in the middle.
d. Put the pile of pictures separate from the word cards.
e. Each child draws a word card, reads the word and pick
the picture that corresponds to the word card.
f. If he/she reads the word correctly and picks the correct
picture, he/she gets the card. If not, he/she returns
them to the pile.
g. The child with the most number of cards wins.
Note: For beginners, do the whole class method first before
breaking them into groups or pairs.

Jumpstart 41
Game 3: Matching Words and Pictures Using Word Game Cards
What to prepare:
Word Game Cards of target onsets and rimes
(See sample card below)
Pictures of the target words
Markers (pebbles, paper clips, etc)

WORD GAME CARD

dip Bip lip rip

hip rip tip sip

lip dip Pip hip

rip hip sip tip

Pip lip Bip rip

What to do:
a. Give a Word Game Card to each learner/ pair/group.
b. Give them markers (paper clips, pebbles) which they
will place on top of the word in the Word Game Card.
c. Tell them the desired boxes to be completed. (Ex. Vertical line,
Horizontal line, Lines that cross, X line, etc.)
d. Say the word or show the picture.
e. Let the learners look for the word in their card and put a marker
on top of it.
f. The learner/s who complete/s the desired boxes win/s the game.
Note: For beginners, do the whole class method first before
breaking them into groups or pairs.

42 Jumpstart
Game 4: Matching Words and Pictures Using Picture Game Cards
What to prepare:
Picture Game Cards of target onsets and rimes
(See sample picture game card below)
Flash cards of the target words
Markers (pebbles, paper clips, etc)

PICTURE GAME CARD

What to do:
a. Give a Picture Game Card to each learner/ pair/group.
b. Give them markers (paper clips, pebbles) which they will
place on top of the word in the Word Game Card.
c. Tell them the desired boxes to be completed. (Ex. Vertical
line, Horizontal line, Lines that cross, X line, etc.)
d. Show the flash cards.
e. Let the learner/s look for the picture in their card and put a
marker on top of it.
f. The learner/s who complete/s the desired boxes win/s the
game.
Note: For beginners, do the whole class method first before
breaking them into groups or pairs.
Jumpstart 43
 I Can Answer Exercises!
Prepare the worksheets below. Explicitly
teach the learners how to perform
the exercises by group, by pair or
individually.

Exercise A: Encircle the word that names the

pictures. The first one is done for you.

hip lip

tip Bip

dip lip

rip sip

Pip tip

dip rip

44 Jumpstart
Exercise B: Read the word. Encircle the picture. The
first one is done for you.

dip

tip

sip

rip

lip

Jumpstart 45
 Exercise C: Complete the name of the picture. The
first one is done for you.

rip

__ ip

__ip

__ip

__ip

__ip

46 Jumpstart
Exercise D: Write the name of the picture. The first
one is done for you.

t ip

Jumpstart 47
Exercise E: Read the word. Draw what it says. The
first one is done for you.

hip

tip

rip

lip

dip

sip

48 Jumpstart
 I Can Read Phrases!
Introduce the sight words. Prepare the
following flash cards:

of the for
gives and my
tip of the lip sip the dip
Pip and Bip lip of Bip
hip of Pip for my hip

I Can Write Phrases!

Introduce writing of phrases. Ensure
that the learners observe correct
spaces between words.

Example:

Jumpstart 49
 I Can Read Sentences!
Read the sentence. Answer the
questions that follow.

Pip and Bip sip the dip. (Who sip the dip?)
Pip gives me a tip. (Who gives a tip?)
My tip is for Bip. (For whom is my tip?)

I Can Read A Story!

Read the story.

Bip and Pip

This is Bip.
He likes to sip the dip.
This is Pip.
He likes to give a tip.

I Can Answer Questions!

Answer the following questions.

1. What does Bip like to do?

2. What does Pip like to do?
3. What do you like to do?

50 Jumpstart
 MODULE 3:
The Short / ĭ / Word Family

Lesson 15: /ig/

I Can Read Words and Names!
Have the pupils read the words one
column at a time. The uniformity of the
ending will help the children decode
the words faster.

/it/ /in/ /ip/

bit bin dip
fit fin hip
hit kin lip
kit pin rip
lit sin sip
pit tin tip
sit win Bip
wit Lin Pip
Vin

Jumpstart 51
 I Can Tell What is in the Picture!
Introduce or review the names of
things, places, events, persons and
actions shown in the pictures.

1. big

2. dig

52 Jumpstart
3. fig

4. gig

5. pig

Jumpstart 53
6. rig

7. wig

8. jig

9. Mig

54 Jumpstart
 I Can Recall Consonant Sounds!
Review the following consonant
letters (onsets) and their sounds. Use
the following flash cards:

b d f a p
r w J M
Reminder:
1. Using the flash cards, show the correct way of producing
the consonant sounds (onset). One consonant sound or
onset at a time.
2. Have the pupils repeat by row.
3. Have the pupils repeat one by one.

I Can Blend Sounds!

Blend the sounds of the target rime:
/ig/. Prepare the following flash
cards:

i g = ig
Reminder:
1. Using the flash cards, show the correct way of blending
the sounds of the target rime: /ig/
2. Have the pupils repeat by row.
3. Have the pupils repeat one by one.

Jumpstart 55
 I Can Read Words!
Blend the sounds of the onsets and
target rime: /ig/. Use the flash cards.

Reminder:
1. Using the flash cards, show the correct way of blending the
sounds of the onset and rime.
2. Have the pupils repeat by row.
3. Have the pupils repeat one by one.
onsets: rime:

b ig = big
d ig = dig
f ig = fig
g ig = gig
p ig = pig
r ig = rig
w ig = wig
J ig = Jig

M ig = Wig
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 I Can Play and Have Fun with Words!
Below are suggested games. The
teacher may perform other games
for mastery in decoding words and
enriching learner’s vocabulary.

Game 1: Card Drawing Game

What to prepare: 5 sets of word cards

big dig fig pig

rig wig Jig Mig

What to do:

a. Group children into five or more.

b. Let them form a circle.
c. Put the pile of word cards (turned upside down) in the
middle.
d. Each child draws a card and reads the word.
e. If he/she reads the word correctly, he/she gets the
card. If not, he/she returns it to the pile.
f. The child with the most number of cards wins.

Note: For beginners, do the whole class method first before

breaking them into groups or pairs.

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 Game 2: Match Words and Pictures
What to prepare: 5 sets of word cards
5 sets of pictures that match with the
word cards

big
dig
fig
gig
pig
rig
wig
Jig
Mig
What to do:
a. Group children into five or more.
b. Let them form a circle.
c. Put the pile of word cards in the middle.
d. Put the pile of pictures separate from the word cards.
e. Each child draws a word card, reads the word and picks
the picture that corresponds to the word card.
f. If he/she reads the word correctly and picks the correct
picture, he/she gets the card. If not, he/she returns
them to the pile.
g. The child with the most number of cards wins.
Note: For beginners, do the whole class method first before
breaking them into groups or pairs.
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Game 3: Matching Words and Pictures Using Word Game
What to prepare:
Word Game Cards of target onsets and rimes
(See sample card below)
Pictures of the target words
Markers (pebbles, paper clips, etc)

WORD GAME CARD

wig big rig dig

Jig fig pig Mig

gig rig big sig

big dig Jig pig

fig wig big gig

What to do:
a. Give a Word Game Card to each learner/ pair/group.
b. Give them markers (paper clips, pebbles) which they
will place on top of the word in the Word Game Card.
c. Tell them the desired boxes to be completed. (Ex. Vertical line,
Horizontal line, Lines that cross, X line, etc.)
d. Say the word or show the picture.
e. Let the learners look for the word in their card and put a marker
on top of it.
f. The learner/s who complete/s the desired boxes win/s the
game.
Note: For beginners, do the whole class method first before
breaking them into groups or pairs.

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Game 4: Matching Words and Pictures Using Picture Game Cards
What to prepare:
Picture Game Cards of target onsets and rimes
(See sample picture game card below)
Flash cards of the target words
Markers (pebbles, paper clips, etc)

PICTURE GAME CARD

What to do:
a. Give a Picture Game Card to each learner/ pair/group.
b. Give them markers (paper clips, pebbles) which they will
place on top of the word in the Word Game Card.
c. Tell them the desired boxes to be completed. (Ex. Vertical
line, Horizontal line, Lines that cross, X line, etc.)
d. Show the flash cards.
e. Let the learner/s look for the picture in their card and put a
marker on top of it.
f. The learner/s who complete/s the desired boxes win/s the
game.
Note: For beginners, do the whole class method first before
breaking them into groups or pairs.
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 I Can Answer Exercises!
Prepare the worksheets below. Explicitly
teach the learners how to perform
the exercises by group, by pair or
individually.

Exercise A: Encircle the word that names the

pictures. The first one is done for you.

rig dig

Jig wig

rig pig

fig gig

Mig wig

Jig gig

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Exercise B: Read the word. Encircle the picture. The
first one is done for you.

dig

wig

pig

rig

Jig

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Exercise C: Complete the name of the picture.
The first one is done for you.

p ig

___ig

___ig

___ig

___ig

___ig

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Exercise D: Write the name of the picture. The first
one is done for you.

f ig

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Exercise E: Read the word. Draw what it says. The
first one is done for you.

big

dig

pig

rig

wig

gig

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 I Can Read Phrases!
Introduce the sight words. Prepare the
following flash cards:

of the a wears
and my has is
a big rig wig of Jig wear my wig
pig is big has a big wig Jig and Mig
rig the pig dig the fig Mig is big
wears a wig

I Can Write Phrases!

Introduce writing of phrases. Ensure
that the learners observe correct
spaces between words.

Example:

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 I Can Read Sentences!
Read the sentence. Answer the
question that follows.

The pig is big. (What is big?)

Mig has apig. (Who has a pig/)
Jig wears a wig. (Who wear a wig?)
The pig digs the wig. (What dig the wig?)

I Can Read A Story!

Read the story.

My Pig

This is Jig. It is my pig. It is

a big pig. It wears a wig.
I love my pig Jig.

I Can Answer Questions!

Answer the following questions.

1. What is the name of the pig?

2. What does it wear?
3. Is it a big pig?
4. Do you like to have a pig? Why or why not?

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 I can read words in the
short / ĭ / family!

/it/ /in/ /ip/ /ig/

bit bin dip big
fit fin hip dig
hit kin lip fig
kit pin rip gig
hlit sin sip pig
pit tin tip rig
sit win Bip wig
wit Lin Pip Jig
Vin Mig

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