SUMMARY OF WHY THIS

PLAN SHOULD BE USED/

WHAT NEEDS IT MEETS

This plan can be used to help your student understand the sound of ill and
help them recognize how words have similar endings and help them create
new words!
This skill is extremely useful in helping your student learn how to read and
quickly and easily pronounce words!

STANDARD

K.RF.2.c.
K.RF.2.d.

K.RF.2.e.
K.RF.3.

OBJECTIVE

Blend and segment onsets and rimes of single-syllable spoken words

Isolate and pronounce the initial, medial vowel, and final sounds (phonemes)
in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not
include CVCs ending with /l/, /r/, or /x/.)
Add or substitute individual sounds (phonemes) in simple, one-syllable words
to make new words.
Know and apply grade-level phonics and word analysis skills in decoding
words.

Students will
Distinguish the onset and rime in spoken and written words
Identify words that belong to the /-ill/ family using onset-rime analogy
Substitute consonant sounds in context to form new words in a given word family

INSTRUCTIONAL INPUT
(TEACHING THE SKILL)

*Tell the students that today you will be talking about the ill sound. Write the ill sound on the whiteboard.
1.

Let the class listen to and become familiar with the tune and rhyme of Jack and Jill.

2.

Present a Big Book copy of the rhyme or use a computer-assisted presentation to display the words from the rhyme. Hi
words Jill and hill.

3.

Ask students to read-a-long and then sing-a-long as you point to each word in the rhyme. Initially, this can be done by
and then within small groups.

4.

Point out the two highlighted words and ask someone in the class to say or read the words aloud.

GUIDED PRACTICE
(PRACTICING THE SKILL
TOGETHER)

5.

Ask students to repeat the words Jill and hill, and focus students' attention on the final sound
and spelling of the two words.

6.

Encourage students to identify words that have the final /-ill/ sound. You may show
several Flashcards to assist students in giving and spelling words that belong in the /-ill/ family
and present other text-related materials to assist students in recognizing words in context.

7.

Guide students in compiling a list of new /-ill/ words and assist them in reading each word
correctly. Make sure that students' identify the words will, fill, pill, dill, bill, mill, sill, till,
hill, Jill, Bill, drill, grill, and ill.

8.

Conduct a group and individual drill by asking students to read the following sentences. Have
the whole class read the sentences together first, and then invite individual students to read
some of the sentences on their own.
Jill is ill.
Jill will need a pill.
Jill will pay the bill.
Bill will go up on the hill.
Jill and Bill will sit on the sill.
The mill is on a hill.
Bill will till the soil.
Have students substitute the /-ill/ words in the sentences to fully practice word and sound
recognition in context. Magnetic letters or an overhead projector with letter tiles can be used
for this task.
*Parents- you can also write ill words on a piece of paper and cut off the first letter of the
word and have students match and read the words

INDEPENDENT PRACTICE

9.

Ask students to complete the Copy-Change Worksheet using the original Jack and Jill rhyme.
The associated picture guide may assist students in creating their adapted versions.
http://www.readwritethink.org/files/resources/lesson_images/lesson157/copy.pdf

ASSESSMENT

Have students present their Copy-Change Worksheet to the class and observe students'
ability to use words from the /ill/ family in context.
Challenge students to use their writing journal to write sentences or compose a story using
words from the /ill. family.

LIST OF ADDITIONAL WAYS

THIS PLAN COULD BE USED

Challenge students to create their own Copy-Change Worksheet by changing the original
pattern of the Jack and Jill rhyme. Present more /-ill/ words for this activity such as skill, still,
chill, grill, and thrill.
Present students with computer-assisted programs, such as the interactive Construct-aWord, which focus on onset-rime analogies.

http://www.readwritethink.org/files/resources/interactives/construct/

Have students access the interactive Picture Match for practice with beginning-letter
sounds or the Word Family Sort for additional practice with onset and rime. The lesson "Word Sorts
for Beginning and Struggling Readers" can also be used for follow-up lesson planning.
http://www.readwritethink.org/files/resources/interactives/picturematch/
http://www.readwritethink.org/files/resources/interactives/wordfamily/