Tim or Jim
Read and write words ending in –im.
- Pictures of Two Boys (see below)
- Tim or Jim? story (see below)
- –im Picture/Word Cards (see below)
- Word blending cards (see below)
- Paper and pencils
State and model the objective
Tell the children that today they’re going to learn what makes Tim (display picture of Tim) and Jim (display picture of Jim) different from each other while they read and write words ending in –im: swim, him, grim, trim.
Practice the skill within an activity
Tim or Jim?
- Tell children the Tim or Jim? story (see below).
- Next, hold up the picture/word cards and teach the meaning of the words that are unfamiliar to the children. As a class, decide on an action that corresponds with each –im word.
- Assign half of the class to pretend to be Tim and the other half of the class to pretend to be Jim. Have each group sit together.
- Tell the Tim or Jim? story again. Have the children who are pretending to be Tim do the action for any –im word relating to Tim. Have the children pretending to be Jim do the action for any –im word relating to Jim.
Tim and Jim quiz
- Ask the children questions about Tim and Jim (e.g.; Who has a sister named Kim? Who likes to swim?).
- Have the children respond by guessing either “Tim!” or “Jim!”.
- When they get the correct answer, have everybody perform the action pertaining to the –im word used in the question.
Apply the skill
Identify, blend, and manipulate sounds
- With word blending cards (see below), have the children make new words by changing either of the consonants or the vowel:
- Tim → Jim; slim → trim; him → swim
- him → hum; Tim → Tom; swim → swam
- slim → slip; swim → swig; trim → trick
Read and write target words
- Ask the children if they can think of –im words that were mentioned in the story. Write these down and then have the class read them together.
- Have the children draw a picture of Tim or Jim and write the words that go with that character.
SEEL Target Texts
Tim or Jim?
Tim is slim.
Jim is not slim.
Tim has a hat with a brim.
Jim does not have a hat with a brim, but Tim will share his hat with Jim.
Jim has a sister named Kim.
Jim’s sister Kim looks like him.
Tim does not have a sister named Kim.
Jim’s sister Kim does not look like Tim, but Kim will play with Jim and Tim.
Jim and Kim like to swim. They want to swim with Tim.
Tim likes to swim, too! Tim, Jim, and Kim will swim.
SEEL At Home
Read and write words ending in -im.
- Pictures of Tim and Jim and Tim or Jim story (see below)
- -im Picture/Word Cards (see below) cut out
- Paper and pencil
Activity: Tim or Jim?
- Read the Tim or Jim story.
- Take turns choosing an -im picture/word card.
- Read the picture/word card with your child and ask, "Who likes to ____? Was it Tim or Jim?" or, "Who has a ____? Was it Tim or Jim?" or, "Who is___? Is it Tim or Jim?"
- When he or she decides the correct person, say together, "It was ____! _____ likes to ____!", or "It was ___! ____ has a ____!" and put the -im picture/word card by the person to whom it belongs.
- Fold the paper to make a book. Help your child write a short story about Tim or Jim, using the words from the game.
- The activity can be repeated several times.
CCSS.ELA-LITERACY.RF.K.3.B: Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
CCSS.ELA-LITERACY.RF.K.2.D: 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/.)
Tim or Jim