Shaler Lesson Plan 1

Reading Lesson Plan # 1 Word Families Rationale:  All of my focus students have issues with discovering patterns within words.  Also, all of my students need practice with word reading accuracy.  When reading a list of high frequency words (conducted by my MT), Jordon had 89% accuracy, Lindsey had 78% accuracy, and Maggie had 60% accuracy. Objective for this lesson:  The learner will practice using word families while playing a Word Family Go Fish game by creating at least one group of word family words. Materials & supplies needed: Word Family Go Fish cards, index cards with “snail” and “tail”

• Introduction to the lesson 1.      “Does everybody remember a couple of weeks ago when you worked with rhyming words in the Dr. Seuss packet?  Who remembers what is means for words to rhyme?” 2.      Allow for student responses 3.      “That’s right!  Rhyming words end with the same sounds.” 4.      “Well today, we are going to work with special types of rhyming words.  These special types of words are called word families.  Can everybody say, ‘word families’?  Word families are groups of words that rhyme and have the exact same ending.  If you look for the first vowel in a word, that vowel to the end of the word will be the same for words in the same word family.  For example, snail and tail are word families because if we take off the beginning sounds, they both in the /ail/ sound, or the letters a, i, l.” 5.      Show children snail and tail with index cards 6.      “The reason we are talking about word families today is because they will help you read certain words easier.  If you know how the ending of a word sounds, then all you have to do is focus on the beginning sounds.  So, this activity will help you all become experts at spotting words in a certain word family.” 7.      “To become experts with these words, we are going to play a game!  This game is called Word Family Go Fish!  If you’ve played Go Fish before, touch your nose.”   (3 minutes)   • OUTLINE of key events during the lesson 1.      Before we play the game, we are going to talk about word families, and how you know when to use your knowledge about them.  Like I said a few minutes ago, word families are groups of words that rhyme and end in the same letters, like ‘snail’ and ‘tail’ (show students these cards again).  This knowledge about word families can help you read other words in the same word family that you do not know how to read.” 2.      “So, if I know how read the word “tail,” I can use this knowledge to help me read other words in the ‘–ail’ word family.  Let’s say I come across the word ‘snail’ when reading, and I do not know how to read it.  I can remember that I know how to read ‘tail,’ and that is in the same word family as ‘snail.’  Then, I can take off the /t/ sound in ‘tail,’ and I know ‘snail’ also has to end in /ail/.  This means, all that I have to do is segment the new beginning sounds, which are /s/ and /n/.  Then, I can blend these sounds to make /sn/.  Finally, I put /sn/ with /ail/, and I now know how to read “snail.” 3.      “You can use your word family knowledge when you are reading and you see a word that you do not know, but you do know a word that has the same ending.  For example, I used my word family knowledge when I used ‘tail’ to help me read ‘snail.’” 4.      “Now, to give you practice with figuring out word families, let’s play our game!” 5.      Give students the rules of the game (same as Go Fish) 6.      “During the game, your voices should be at a level 2 and you should only be talking if it is your turn or another player is asking you a question.  Your cards should stay in your hands, unless you have a group to set on the table.” 7.      Deal cards (6 to each child) 8.      After game, have the students share their groups of words aloud (12 minutes)   • Closing summary for the lesson 1.      “Wow!  You found a lot of word families in our game!” 2.      “What was the easiest word family for each of you?” 3.      Go around the table and have each student share his/her easiest word family aloud 4.      “In the future, when you are reading, how will you use the word family you just mentioned to help you read a word that you don’t know?” 5.      Go around the table and have each student share his/her ideas aloud (5 minutes)   Ongoing-Assessment: I will know the students are progressing toward my objective because they will be asking one another for words within a word family.  Also, I will see them forming groups with words that are in the same word family.  I will observe which word families the students struggle with identifying in their cards to help me see which specific word families they may need extra practice on.

Adaptations: Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson? Students will be given simple rules, I will remind them of the rules during the game (if necessary), students are given clear behavior expectations, the game is engaging, I will help a student segment and blend a word if it is not one of their high frequency words