Phonics
LESSON 31 Word Families -ill, -ip
TEACHER MATERIALS STUDENT MATERIALS DECODABLE BOOK
Letter cards Letter/word-family cards Jill and Gill
Word-family cards Word cards
Word cards Worksheet
Workmat
Game board, place
markers, and die
Introduce the Word Families
Materials: Teacher word cards, teacher word-family cards
• Place the teacher word cards pill, bill, and will in the pocket chart or along the
chalkboard ledge. Point to each word and read it with students. If students have difficulty
reading the words, model how to blend the sounds together.
• Ask students what the words have in common. If students don’t respond, point out that
all the words have the same ending. Hold up the -ill word-family card as you say /il/,
running your finger under the sounds as you say them. Place the card in the pocket chart
above pill, bill, and will. Tell students these words belong to the -ill word family because
they have the same ending letters and the same ending sound.
• Have students run their fingers under the -ill ending of the words pill, bill, and will
as they say /il/. Then have them say each word.
• Tell students that there are many other words that have the same -ill ending. Have themo
say other words they know that end like pill, bill, and will (fill, hill, mill). Tell them that all
of these words belong to the -ill word family.
• Take out the -ill word cards from the pocket chart and replace them with the sip, tip, and
rip word cards. Point to each word and read it with students. If students have difficulty
reading the words, model how to blend the sounds together.
• Ask students what these words have in common. If students don’t respond, point out
that all the words have the same ending. Show them the -ip word-family card as you say
/ip/, running your finger under the sounds as you say them. Place the card above the
words sip, tip, and rip. Tell students these words belong to the -ip word family because
they have the same ending letters and the same ending sound.
• Have students run their fingers under the -ip ending of the words sip, tip and rip as they
say /ip/. Then have them say each word.
• Tell students that there are many other words that have the same -ip ending. Have them
say other words they know that end like sip, tip and rip (hip, lip, yip). Tell them that all of
these words belong to the -ip word family.
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Phonics
LESSON 31 Word Families -ill, -ip continued
Word Sort
Materials: Teacher word cards, student word cards
• Place all the teacher word cards in the pocket chart or along the chalkboard ledge. Have
students help you sort the words into their word families. Once all of the cards have been
sorted into two columns, read each word with students.
• Give pairs of students the student word cards. Then have them sort the words into
word families.
• Have students read the words to their partner.
Blend Onset and Rime
Materials: Student letter/word-family cards, workmats, teacher letter cards,
teacher word-family cards
• Give students the student letter/word-family cards and the workmat. Tell them to place
each word-family card in the box on the right of their workmat.
• Say the word mill. Ask students what rime they hear at the end of mill. Have them point
to the box that has the -ill rime. Ask them what letter they need to put at the beginning
of -ill to make the word mill. Have students find the m letter card and place it in the box
on the left of their workmat. Tell them to blend the m letter card and the -ill word-family
card to make the word mill.
• Use the teacher letter and word-family cards to make the same word in the pocket chart.
Have students check their spelling of the word on their workmat with that of the word in
the pocket chart.
• Have students take away the letters on their workmat. Tell them you are going to say
another word and they should decide which word-family and letter cards are needed to
spell the word on their workmat. Say the words bill, dill, fill, hill, pill, will, dip, hip, lip,
rip, sip, tip, and yip, one at a time. Have students use the letter and word-family cards to
spell the words on their workmat. Use the teacher letter and word-family cards to make
each word in the pocket chart before going on to the next word.
• Once all the words have been made, have students read the words in the pocket chart.
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Phonics
LESSON 31 Word Families -ill, -ip continued
Read the Book
Materials: Decodable book Jill and Gill
• Show students a copy of the decodable book. Have them look at the cover and tell what
the book might be about.
• Read the title with them, showing them how to sound out the onset and rime in the
words in the title. Have students point to -ill words in the title.
• Show students the pictures in the book through page 8 and ask them to predict what
is happening. Ask them how they think the story will end.
• Write the new high-frequency word help on the board. Tell students that this is a word in
the story that they need to recognize and read quickly. Read the word and have students
read it with you as you point to the word. Have them write the word in the palm of their
hand with their finger as you spell out the letters, pointing to each one. Say the word
again and have students say it. Repeat with the words now and went.
• Write the story word doctor on the board. Tell students this is another word they will
not sound out but need to recognize to read the story. Have individual students read the
word as you point to it.
• Review the high-frequency words listed at the start of the decodable book. Tell students
these are words they already know that are also in the book.
• Give students their copy of the book. Have them turn to page 3 and read it together.
Have students point to the words on the page that are from the -ill family. Have them
point to the word on the page with the -ed ending (wanted).
• Have students read the rest of the book. When they are finished, ask why Jill and Gill fell
down the hill. Ask who helped them.
• Have students circle all the words in the book from the -ill word family in red and all the
words from the -ip word family in blue.
More Practice
Materials: Worksheet
• Have students complete the worksheet for -ill and -ip.
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Phonics
LESSON 31 Word Families -ill, -ip continued
Learning Center Activities
Materials: Teacher letter cards, teacher word-family cards, student word cards, game board,
place markers, die
• Laminate a set of teacher letter and word-family cards. Place them into two piles in the
center of the table. Have students take turns drawing one letter card and one word-family
card. Have them practice blending the sounds in the onset and rime together.
• Laminate a set of word cards and place them in the center of the table along with
a game board, place markers, and a die. Have a pair or group of students take turns
throwing the die, drawing a word card from the pile, and reading it. If the word is read
correctly, have the student move along the game board the number of spaces indicated
on the die.
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Phonics
LETTER CARDS Set 1 Phonics Lesson 31: -ill, -ip
#
b f
d h
t p
w m
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Phonics
LETTER CARDS Set 2 Phonics Lesson 31: -ill, -ip
#
r s
y l
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Phonics
WORD-FAMILY CARDS Phonics Lesson 31: -ill, -ip
#
ill ip
ill ip
ill ip
ill ip
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Phonics
WORD CARDS Set 1 Phonics Lesson 31: -ill, -ip
#
bill dill
fill pill
hill will
mill yip
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Phonics
WORD CARDS Set 2 Phonics Lesson 31: -ill, -ip
#
lip hip
tip rip
sip dip
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Phonics
LETTER/WORD-FAMILY CARDS Phonics Lesson 31: -ill, -ip
#
b f d h
t p w m
r s l y
ill ip
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Phonics
WORD CARDS Phonics Lesson 31: -ill, -ip
#
bill dill fill pill
hill will mill yip
lip hip tip rip
sip dip
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Phonics
WORKSHEET Phonics Lesson 31: -ill, -ip
Name:_________________________ Date:____________
p m t s d h
__ i l l __ i p
__ i l l __ i p
__ i l l __ i p
__ i l l __ i p
__ i l l __ i p
__ i l l __ i p
Teacher Instructions: Have students write each letter from the box at the beginning of
each rime. Ask them to circle each combination that makes a real word. Then have them
read the words.
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Phonics
WORKMAT Phonics Lesson 31: -ill, -ip
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Phonics
GAME BOARD Phonics Lesson 31: -ill, -ip
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