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Day 8 — Short /ɪ/ and new word familiesFoundation English · T1 W1–2 · Day 8 lesson

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Foundation / English / Term 1 / Weeks 01 02

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Check guide.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Proposed codes: AC9EFLY09, AC9EFLY11, AC9EFLY12, AC9EFLY13.
Goal: Link lower-case i to /ɪ/ as in in, read sit, sip, tip, and spell sit.
Prepare: i, s, t, p, a, m cards and three sound boxes. Printed insect is teacher-only today.

  1. Review · 3 min. Flash m, a, s, t, p sounds; blend tap once.
  2. Sound model · 4 min. Say in, insect aloud. “The first sound is the short /ɪ/. Listen to the difference between /æ/ in a and /ɪ/ in i.” Use natural Australian English; do not ask children to read insect.
  3. Letter link · 4 min. Show i. Say: “Its letter name is eye. In these words its sound is /ɪ/.” Model its lower-case shape with the school's formation cue. Do not introduce capital I as if the pronoun I were pronounced /ɪ/.
  4. Blend and compare · 8 min. Build s i t, s i p, t i p. Model sit, guide sip, then ask learners to try tip. Compare sat/sit by changing only the vowel card. If a learner is not yet blending, continue with two-sound oral blending and model the printed word.
  5. Spell and use · 4 min. Dictate sit; learners segment and select or write s i t. Show Tim sat.: T was taught on Day 6, i today, m on Day 3. Ask for the meaning after the blend.
  6. Exit check · 2 min. Show sip in a different order from practice. Ask for the blend and the sound of i. Record each separately.

Access routes: Use a clear mouth model, two colour-distinct vowel cards plus text labels, large-print or tactile letters, drag-and-drop tiles, and private rehearsal. Colour is an extra cue; it is never the only way to distinguish a and i.

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