Word Building: Vowel I (Pink Series)

This set of 18 missing word cards was made to support early reading and spelling. This tactile reading material was made to support early language work (the pink series) in Montessori environments and homeschools. A full list of included words can be found below, along with further product details.

Preparation:

Print your chosen cards (and letter tiles) on heavy cardstock for durability, or standard computer paper if you intend to laminate them later. Cut the cards to separate them. Use a corner punch or scissors to round out any sharp corners. Optional: laminate the cards; you might also like to add velcro dots to the missing letter space and letter tiles.

Main Activity:

This activity can be worked on by a child further along in their reading journey entirely independently. However, if they need guidance when first encountering the activity, state the activity's objective simply: "Find the letter sounds to make each word," or phrase the objective as a question: "Can you find the missing letter sounds to complete the words?" Provide the exact letter tiles needed to complete the chosen selection of word cards (this ensures the activity has a control of error for the child). You may arrange for the child to work on one to three word cards initially, building towards completing six, twelve or eventually even all eighteen in one sitting. Control charts can be printed for independent learners; you are welcome to cut and arrange the control boxes from the chart as you need.

For children who are at an earlier stage in their reading journey, I have written step-by-step instructions. This guided learning script can be used informally or as part of a more structured language lesson.

1. Begin by reviewing the vowel sound. Place the letter 'i' tile on the child's work mat and ask the child what sound the letter makes. Point to the tile while repeating its vowel sound.
2. Lay a single card on the child's work mat.
3. Ask the child to name the picture: "Do you know what this is?" If they don't respond or respond with a different name, name the picture card for them: "This is a zip."
4. Ask the child what sound they hear first when you say the word (i.e. "What is the first sound you hear when I say Zip?"). You may choose to emphasise the sound you are asking the child to hear.
5. Once the child says the initial sound, invite the child to select the missing letter tile and place it in the first space on the word card, touch the letter tile on the card and repeat the sound aloud.
6. Ask them what sound they hear next (i.e. "What is the next sound you hear when I say zIp?").
7. Repeat the sound aloud, and then invite the child to select the missing sound.
8. Once the child has placed the middle letter on the card, ask them what sound they hear last (i.e. "What is the last sound you hear when I say ziP?").
9. Once the child says the last sound, invite them to find the last letter and place it on the card. Repeat the sound aloud.
10. Model sounding out and reading back the finished word.
11. Move the completed card to one side of the mat.
12. Place a second card on the work mat, and repeat the steps above.

Build towards having the child sound out and select the first, middle and last letters unprompted. Shorten your spoken dialogue, or intentionally leave silent spaces to invite the child to take over the activity dialogue.

Other Activity Ideas:

• Segmenting Sounds: Use the cards with pom-poms, coins or cubes to help a child master verbally sounding out the pictures.
• Writing / Stamping: The empty spaces can also be filled with writing or stamping, depending on which activity extension best suits the child. Some children might like to make their own booklet with their completed word cards. Provide booklet covers and joining materials nearby to inspire / encourage this follow-up work.
• "What Am I?" / Sound Detective Game: Give the child clues, such as: "I start with a f and end with a g, you can eat me." or for more of an auditory processing challenge: "My word rhymes with pig, but begins with f." The child can select the fig card and complete it (if it doesn't yet have its letter tiles).
• I-Spy: Use the cards to play various I-spy rounds (by first, last or middle letter, or by rhyme / word family).
• CVC Word Scavenger Hunt: Challenge the child to find a few selected word cards in books / magazines or in real life: "Can you find a tin in the kitchen? Can you find a zip on a piece of clothing?"
• Creative Oral Storytelling: Choose a few completed cards, model and then invite the child to use the words in a (silly) sentence. "The boy emptied a tin into the dip and gave it a mix." After a few rounds, if the child is enjoying the activity, you may choose to challenge the child further. Select three words to begin a story: "Today is Josh's birthday, and he is turning six! Josh is a very kind and helpful boy: he helps secure his baby sister's bib when it comes loose, he helps his dad dig in the garden and plant vegetables, and he always offers to help his mum whenever she cooks or bakes in the kitchen. To celebrate Josh's birthday, the family are having a special birthday picnic." Ask the child to select three more cards and have them continue the story aloud. Take turns until all the cards have been incorporated into the (silly) story to complete this satisfying and co-operative storytelling challenge. This game works well in small groups as well as pairs.
• Sensorial Step (& Mystery Box Game): Adding a sensorial (or motor) step may help resistant or struggling learners. A simple way to add engagement when using this resource is to have the child 'reveal' or 'retrieve' a letter tile before filling / completing a word card. For this resource, any version of the 'mystery box' game will work well. There are many ways to play this game, and it can be easily adjusted to suit different learners. One way to play is to let the child select a word card and give them the letter tiles they need in a 'mystery box'; they can then open the box and unscramble the letter tiles to spell their word card. Another way to play is to select a word card for the child and place it in an envelope. Have the child walk over (with their envelope in hand) to a separate area in the room where the letter tiles are neatly laid out. Here, they can open and spell their word card before placing their completed word back into the envelope and bringing it to you. Alternatively, you could lay the word cards face down on a table and invite the child to select one word card to place on their work mat, challenge them not to let anyone see their word card. When they have had a private look at their word card, give them a small 'mystery box', and invite them to collect the letter tiles they need to spell out their word. The child is welcome to walk back from the designated letter tile area to check the word card on their work mat.

Further Product Details:

Inside this product, you will receive a ZIP file containing 2 PDFs: one for A4 paper and one for US-Letter paper. Inside each PDF, there are 3 pages of word cards, 4 pages of letter tiles and 4 pages of control charts (all pages and styles are shown in the thumbnails).

✱ Full list of included words for short vowel 'i': pig, kid, fig, kit, bin, six, rip, zip, pin, dig, tin, bib, wig, fin, lid, mix, lip, dip.

✱ Please be aware that no physical product will be sent to you in the post; this is a digital file.

If you have any questions or suggestions, feel free to reach out. If you would like to share the activity in action or how you've prepared / arranged the resource, I would love to see! You can leave a review with your pictures, or email me on the contact page.

✱ This printable is for personal use only. Products sold by 'Happy Monti' may not be resold, amended or shared without written permission directly from me, the shop's owner. Thank you!