Saxon Phonics Worksheet, Lesson 6 online exercise for | Live ... - Free Printable

This worksheet is from Saxon Phonics and Spelling 1, specifically Worksheet 6, and focuses on the letter "i" and words that contain the short "i" sound. The goal of this activity is to help students practice recognizing and writing words with the short "i" vowel sound.

Let’s break down the worksheet and solve it step by step:

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🔤 Focus: The Short "i" Sound

The top of the page shows:
- A ruler (to show measurement, possibly indicating length of a word or concept)
- A drawing of icicles (which visually represents the letter "i" and the sound /ɪ/)
- The uppercase and lowercase I i

This indicates that the lesson is about the short "i" sound, as in "it," "in," "tip," etc.

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✔ Instructions (Implied):

Students are likely expected to:
1. Write words that have the short "i" sound.
2. Fill in blanks based on pictures or clues.
3. Use the provided words (like *tip*, *pin*) as examples.

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📝 Let's Solve Each Item:

#### 1–7: Blank lines
These are likely for students to write words with the short "i" sound. Based on the context and common phonics patterns, possible answers could be:
1. it
2. in
3. is
4. ip (as in "sip", but not a full word) → better: sit
5. big
6. him
7. pig

But since only 8, 9, 10 are given as examples, perhaps these are meant to be copied or used as models.

Wait — actually, looking closely:
- 8. I
- 9. tip
- 10. pin

So, 8, 9, 10 are given as examples of words with the short "i" sound.

Therefore, 1–7 may be for students to write more words using the short "i" sound.

We can fill them in logically:

1. it
2. in
3. is
4. nip
5. lip
6. hit
7. kid

(These are all simple CVC words with the short "i" sound.)

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#### 11. ___ ___
Two blanks → likely a two-letter word with short "i"
→ it

#### 12. ___ ___ ___
Three letters → e.g., pin, tip, sit, big
→ pin

#### 13. ___ ___ ___
Another three-letter word → hip, lip, fit
→ fit

#### 14. [Picture of a pot]
The image shows a pot with a lid. But we need a word with the short "i" sound.

Wait — "pot" has an "o" sound, not "i".

But the picture might be a clue for a word like "pot"? That doesn't fit the theme.

Alternatively, maybe the picture is a "pot" but we're supposed to write a word with short "i" that relates?

But that seems inconsistent.

Wait — look at 15: a top (spinning top). That has a short "o" sound too.

Hmm. Both pictures seem to have "o" sounds.

But the worksheet is about "i".

Possibility: The images are not meant to represent the word directly, but rather clues for spelling practice?

Wait — let’s reconsider.

Look at 14: a pot — maybe it's labeled as "pot"? But the blank is ___ ___ ___ → three letters.

But “pot” has a long "o", not "i".

Alternatively, maybe the student is supposed to write a word with the short "i" sound that matches the picture?

But neither "pot" nor "top" have the short "i" sound.

Wait — what if the pictures are misleading? Or perhaps they’re not related?

No — wait! Look again.

14. Picture of a pot — maybe the word is "pot", but that doesn’t have "i".

Unless... the sound is being taught through visual association, but that doesn’t make sense.

Alternative idea: Maybe the pictures are for writing the name of the object, regardless of the vowel sound?

But then why is the whole worksheet focused on "i"?

Ah! Wait — look at 15: a top — spinning top.

But "top" has a short "o", not "i".

So something’s off.

Wait — perhaps the pictures are meant to go with words that have the short "i" sound, but the objects themselves don’t have that sound?

That doesn’t make sense.

Alternatively, maybe the pictures are for different parts of the exercise?

Wait — there’s a safety pin next to #10: pin — so the pin is pictured.

So #10: pin has a picture of a safety pin.

Similarly, #14: pot → no picture of a pot? No, there is.

But "pot" does not have a short "i" sound.

Wait — unless the word is "lid"?

But the picture is a pot, not a lid.

Wait — maybe the lid is shown? It has a knob on top — yes, it has a lid.

But the word is still "pot".

Alternatively, perhaps the student is supposed to write "lid" for #14?

But the picture is clearly a pot, not a lid.

But the lid is part of it.

Maybe the intended word is "pot", but that breaks the pattern.

Wait — let’s check the blanks:

- 14. ___ ___ ___ → three letters
- 15. ___ ___ ___ → three letters

And the pictures:
- 14: pot
- 15: top (spinning top)

But both have short "o" sounds.

This suggests either:
1. There’s a mistake in the worksheet.
2. Or the pictures are not for the short "i" words.

But that contradicts the theme.

Wait — another possibility: The pictures are for other exercises, but the blank lines are for words with short "i".

But the way it’s laid out, 14 and 15 are under the pictures.

So likely, the student is to name the object in the picture, even if it doesn’t have the short "i" sound?

But that would defeat the purpose.

Wait — perhaps the picture of the pot is meant to be associated with "lid"?

But the pot has a lid — so maybe the word is "lid"?

Yes! That makes sense.

- The pot has a lid — so the word is "lid" — which has the short "i" sound!
- Similarly, the spinning top — the word is "top", which has short "o", not "i".

But "top" doesn’t work.

Wait — unless it's "tip"? But the picture is a top.

Wait — maybe "top" is just a distractor?

No — that doesn’t help.

Alternative idea: Perhaps the pictures are for identifying objects, and the student writes the word, but the focus is still on "i".

But that doesn’t align.

Wait — look back at #9: tip and #10: pin — both have short "i" and are accompanied by a safety pin.

So the pin is pictured.

Similarly, #14: pot — maybe the lid is the focus?

But the word isn't "lid".

Wait — maybe the student is supposed to write the word for the object, and the short "i" is just the theme, but not required for every answer?

But that contradicts the layout.

Wait — perhaps the blanks 1–15 are for words with short "i", and the pictures are just decorative or for other purposes?

But then why are they placed next to 14 and 15?

Alternatively, maybe the pictures are clues for compound words?

For example:
- Pot → "pot" has no "i", but maybe "pot" + "lid" = "pot lid"? But that’s two words.

Not helpful.

Wait — here’s a better idea:

Perhaps the pictures are meant to be named, and the student writes the word, even if it doesn’t have the short "i" sound, but the worksheet is building vocabulary, and the "i" is just the focus of the lesson.

But that seems odd.

Wait — let’s re-express the intended structure.

Looking at the examples:
- 8. I
- 9. tip
- 10. pin

And there’s a safety pin next to "pin" — so the picture corresponds to "pin".

So likely, #14 and #15 are also meant to be named, and the student writes the word.

But then:
- #14: pot → write pot
- #15: top → write top

But neither has the short "i" sound.

But the entire worksheet is about "i".

Unless...

Wait — perhaps the student is supposed to write a word with short "i" that goes with the picture?

For example:
- Pot → "lid" (has short "i")
- Top → "spin" or "tip"? Not quite.

But "top" is the object.

Wait — maybe the word is "pot", but the focus is on the "o" sound? But that contradicts the header.

Wait — let’s look at the ruler and icicles — they’re visual cues for "i".

Also, the letters I i are emphasized.

So the main goal is to practice words with short "i".

Therefore, the pictures must be for words with short "i".

But "pot" and "top" don’t have short "i".

Unless the picture of the pot is actually meant to represent "lid"?

But it’s clearly a pot.

Wait — maybe it’s a "kettle" or "pan"? Still no "i".

Alternatively, maybe the picture is of a "cup"? But it has a lid and handles — looks like a stockpot.

Wait — another idea: "pot" is pronounced with a short "o", but maybe in some dialects? No.

Alternatively, perhaps the student is supposed to write a word with short "i" that rhymes with the object?

For example:
- Pot → "dot", "hot", "not" — no "i"
- Top → "cop", "pop", "stop" — no "i"

Still not working.

Wait — maybe the pictures are not for the blanks 14 and 15, but are just illustrations?

But they are labeled 14 and 15.

Perhaps the blanks are for the names of the pictures, and the "i" theme is separate?

But that doesn’t make sense.

Wait — let’s consider the possibility that the pictures are for "lid" and "tip", but drawn poorly?

No — the safety pin is clearly next to "pin", so the picture is correct.

The pot is clear.

The top is clear.

So unless the intended words are "lid" and "tip", but the pictures are wrong?

Unlikely.

Wait — perhaps #14 is for "pot", but the student is to write "pot", and #15 is for "top", but the student writes "top", and the "i" lesson is separate?

But that defeats the purpose.

Alternatively, maybe the worksheet is incomplete, or there’s a typo.

But let’s think differently.

✔ Most Likely Interpretation:

The theme is short "i", and the pictures are for other purposes.

But the only picture that matches a short "i" word is the safety pin — which is next to "pin".

So perhaps:
- #14: pot → write "pot" — but that’s not short "i"
- #15: top → write "top" — not short "i"

But maybe the student is supposed to write a word with short "i" that is similar?

No.

Wait — another idea: The pictures are for the words in 11–15, but the blanks are for the spelling.

But 11 and 12 are shorter.

Wait — perhaps the student is to write the word for the picture, and the "i" is just the current phonics unit, but the pictures aren't necessarily related.

But that doesn’t make sense.

Wait — let’s look at the layout:

- Lines 1–7: blank
- Lines 8–10: given words: I, tip, pin
- Lines 11–13: blank
- Lines 14–15: blank, with pictures

So likely:
- 1–10: write words with short "i"
- 11–15: write words based on pictures

But 11–13 have no pictures.

Only 14 and 15 have pictures.

So perhaps:
- 14: pot → write pot
- 15: top → write top

Even though they don’t have short "i", maybe the worksheet includes various words.

But then why start with "I", "tip", "pin"?

Ah! Here’s the breakthrough:

The safety pin is next to "pin", so the picture is for "pin".

Similarly, the pot is for "pot", and the top is for "top".

So the pictures are for naming objects, and the "i" lesson is a separate skill.

But that means the blanks 1–13 are for short "i" words, and 14–15 are for naming the pictures.

But 14 and 15 are labeled with pictures, so likely the student writes the name of the object.

So:
- 14. pot
- 15. top

Even though they don’t have short "i", it’s acceptable if the worksheet is teaching multiple skills.

But the header says "I i", so it’s about the letter.

Alternatively, perhaps the student is to write a word with short "i" that is associated with the object.

For example:
- Pot → "lid" (has short "i")
- Top → "tip" (has short "i")

Yes! That makes sense!

So:
- 14. lid — because the pot has a lid
- 15. tip — because the top has a tip

Perfect!

Now, the safety pin is next to "pin", so "pin" is the word.

Similarly, the pot has a lid, so the word is "lid".

The top has a tip, so the word is "tip".

So the pictures are clues to write a word with short "i" that is part of the object.

Thus:

✔ Final Answers:

1. it
2. in
3. is
4. sip
5. big
6. hit
7. pig
8. I
9. tip
10. pin
11. it
12. pin
13. tip
14. lid ← the lid of the pot
15. tip ← the tip of the top

Wait — but #15 is a spinning top, and "tip" is the end of it — yes.

But #13 is already "tip", so duplicate?

Possible.

Or maybe:
- 13. lip
- 14. lid
- 15. tip

All have short "i".

Yes!

So the pattern is:
- Write words with short "i" sound.
- Use the pictures to suggest related words.

✔ Complete Solution:

| Number | Answer |
|--------|--------|
| 1. | it |
| 2. | in |
| 3. | is |
| 4. | sip |
| 5. | big |
| 6. | hit |
| 7. | pig |
| 8. | I |
| 9. | tip |
| 10. | pin |
| 11. | it |
| 12. | pin |
| 13. | lip |
| 14. | lid |
| 15. | tip |

Note:
- 14: The pot has a lid → short "i" sound
- 15: The top has a tip → short "i" sound

This fits perfectly.

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✔ Explanation:

The worksheet teaches the short "i" sound using:
- Visual cues (icicles, ruler)
- Examples like "I", "tip", "pin"
- Pictures that prompt related words with short "i": lid (from pot), tip (from top)

Students practice writing words with the short "i" sound, including real-world associations.

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✔ Final Answer:

```
1. it
2. in
3. is
4. sip
5. big
6. hit
7. pig
8. I
9. tip
10. pin
11. it
12. pin
13. lip
14. lid
15. tip
```