Maile Rodrigues Final Project 5 day lesson plan Day 1 Participants: Grade 1 whole group Learners:Power half hour

group of 6 students who are receiving intense interventions per RTI tier II. Most students are visual and kinesthetic learners and learn best when activities require students to move, manipulate, and create phonemes. Nevada State Standards: Reading Foundational Skills Phonics 1.Demonstrate understanding of spoken words, syllables, and sounds 2.(phonemes). 3.a. Recognize and produce rhyming words. 4.b. Count, pronounce, blend, and segment syllables in spoken words. 5.c. Blend and segment onsets and rimes of single-syllable spoken words. Research over the last 15 years has demonstrated that children are more successful at breaking apart the onset and rime in a word (t-op or st-op) than in breaking the word into individual phonemes (t-o-p) or breaking it in another place (such as to-p) (Treiman, 1985). Goals: 1.Explicitly teach the phonogram -at as a word family 2.Segment -at words 3. Blend -at words 4. Sort -at words into group 5. Recognize phonograms and use them to decode and spell unfamiliar words Objectives Identify phonogram -at Segment words with phonogram -at Blend words with phonogram -at Manipulate initial consonants to form new words Student Prerequisites: 1. Knowledge of vocabulary words 2.Vocabulary words phonograms(word families) 3.Letter name/sound relationship (alphabetical principle) 4.Understand CVC pattern words together and in isolation 5. Understanding of onset-rime -at and initial consonants

6.Teacher Materials/Student Materials 7.Preset words written on index cards with -at(cat, hat,mat, fat, sat, rat, bat, Nat, pat) 8.-At word family poem The CopyCat http://www.hubbardscupboard.org/Word_Family_Booklet_3.2_-_at.PDF 9.highlighter tape 10.Word family cards(at) 1 for each child 11.Letter cards(phonics book envelopes 1 per child) 12.World builders 13.Pocket chart 14.Pictures from Words their Way(Sort) (guided reading group) 15.Activity cut and paste sheet for guided practice (small group) http://www.hubbardscupboard.org/Word_Family_Practice_Sheet_and_Word_List_3.2.pdf Lesson overview: This lesson involves instruction on phoneme -at. Students will participate and engage in activities that relate to phoneme segmentation and blending. Students will also sort pictures and words into groups during centers and participate in peer discussions. Students will use their word builders to manipulate letters and change letters(substitution) to create new words. Students will illustrate and write new words in their word family journal, and read a decodable book Two Fat Cats from Carl's Corner to practice blending words and reading fluently, then take home the book for extra practice. Introduction: 5-min. Students gather at the carpet in front of the pocket chart and displays the poem The Copy Cat. Teacher will tell the students to listen to the poem as you read it aloud. The second time you read the poem listen for the words that sound like cat. When they hear a word that sounds like cat, they pat their head. After reading the poem, invite students to share words that they found in the poem that sound like cat. Teacher will highlight the words in the poem while students point to them on the chart. Teacher asks students, What word is /c/at/? Students respond, cat. Correct, how many sounds do you hear in the word cat? Students snap c/at/. 3 sounds. Now let's write the sounds c/a/t/. Teacher displays bat, rat, and sat word cards in the pocket chart. Effective phonemic awareness instruction teaches children to notice, think about, and work with (manipulate) sounds in spoken language,(Phonemic Awareness Instruction) What do you notice about these words? They all have the same ending letters. Yes, they all end the same. The letters /a/t/- make the at sound. Say it with me at. Great! Showing them them word card -at and placing it above the words bat, sat, and rat. All of these words belong in the same word family because they all have the same ending. The word family -at. Using the hand pointer blending the at sound with the students. Students, today we will learn how to read and write words with the -at sound and build -at words using our word builders. At the end

of the lesson you will be able to read words in the -at word family. Main Activity/Guided Practice and Lesson Procedures-Phoneme substitution 10 min Pass out the -at word family card. Have students take out their word builders and letter cards b, c, f, h, m,p,r,s) Say the word cat. Ask students what sound do they hear in the beginning of the word cat. What letter do you have that we could use for the /C/ sound? Now, k also makes the k sound but we want the other letter that makes the same sound. Place the c to the left of -at to make cat. Teacher will model with the pocket chart and assist students who are having trouble. Blend the letter c and -at to make cat. Students will practice blending the word with their elbow partner. Call students back to attention. Now, if I wanted to make the word hat, what letter should I put in the place of /c/ Model taking the /c/ out with students. Student responds /h/. Find your /h/ letter card and place it to the left of the word family-at. What word did you make? Hat. Practice blending the word with your elbow partner. Continue phoneme substitution making sat, mat, pat, fat. Teacher will assist and help students who need additional help Students will then complete the cut and paste activity. http://www.hubbardscupboard.org/Word_Family_Practice_Sheet_and_Word_List_3.2.pdf Independent Practice- 20 min Students will complete various activities during guided reading block. Centers: Word work- at partner puzzle(Teacher laminated and copied on cardstock) -at partner puzzle. Students will match the onset-rime to create a word. Writing-Write -at words in their word family journal and illustrate each word. Computers- http://www.starfall.com/n/make-a-word/at/load.htm? -at word family game Seat work-cut and paste activity http://www.wordway.us.com/FamilySets/atSet.pdf students will read the word and find the matching picture. Closure: Bring students back by calling their attention and calling them to the floor. Materials: Pocket chart with words (sat, fat, cat, hat, mat, pat, rat) Song chart-I'm thinking of a word Procedures: Display the chart I'm Thinking of a word Refresh the students memory by singing the song The Wheels on the bus Introduce the chart I'm thinking of a word Sing the song to the tune of the wheels on the bus Using the -at words from the main activity, students will listen as I segment the words

Students guess the word then sing back the word I'm thinking of Im Thinking of a Word Sung to the Tune of The Wheels on the Bus Teacher Sings: Im thinking of a word named h/a/t, h/a/t, h/a/t Im thinking of a word named /h/a/t What is my word? Students Sings Back: Is the word that youre thinking called hat, hat, hat, hat, hat, hat, hat, hat, hat Is the word that youre thinking called hat, hat, hat Teacher Sings: Assessments-Students will be assessed through their seat work activity and completion and accuracy of the activity. Since we will revisit, review, and extend the -at lesson the following day, the assessments will be ongoing daily. Feedback will be provided to each student when work is completed. Informal assessments will take place during whole group activities and anedotal notes. Modifications-The students who meet with me for my power half hour group who struggle with letter/sound correspondence, blending, or segmenting will receive extra instruction and reteaching. Final Project 5 day lesson plan Day 2 Using Phonograms to create -at words Lesson taught Participants: 6 year old girls Learners: Pair activity (2-students) Nevada state standards: 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Goals: 1. Identify word family -at words in the poem 2. Decode and blend -at words from the poem

3. Manipulate consonants to make new -at words Objectives: 1. decode and blend -at words 2. Segment -at words from previous lesson 3. Read and comprehend decodable book In My Hat Independently 4. Write and create words that end in the -at rime. Student Prerequisites: Letter name/sound relationship (alphabetical principle) Understand CVC pattern words together and in isolation Understand the onset-rime -at initial consonants Teacher Materials: 1. Bat cut outs (one-per student) 2. Teacher Anchor chart (butcher paper bat cut-out) 3. Various activities for seat work and center work from hubbardscupboard and Car's Corner 4. Word Family Poem CopyCat 5. Onset and rime big cards http://mrsdiminnie.com/wordfamilies.htm for word family game with -at. Student Materials: 1. -at word family house template, pictures and -at words(Differentiated) 2. Decodable book In My HatChildren also need a variety of engaging but easy texts, both for interest and for practice in reading a variety of materials. Some of these texts might be predictable where the context supports word recognition, at least until the child develops more independent word recognition strategies (Clay, 1993 3. Bat cut outs Lesson Overview: Students will reread the rhyming poem practicing accuracy and fluency. Students will demonstrate understanding of the phonogram -at to create words. Students will create words in the -at word family on the bat cutout, participate in centers, seat work, and read the book In my Hat independently. Students will engage in a game titled Kid Chunk that allows students to demonstrate mastery of the onset and rime, as well as blending the word together. Introduction: Students, today we will review the -at phonogram, and manipulate letters to create new words that rhyme with cat. Let's begin by rereading the poem CopyCat This time when we read the poem I want you to pretend that you are placing a hat on

your head when you hear a word that rhymes with cat. Model with the first line The Bat sat in my hat Students will repeat the sentence and make the gesture of placing a hat on their head. Make sure students are sure of the lesson and model a few more to be certain. Main Activity/Whole group Practice/Lesson Procedures 1. Students today we will review the phonogram -at by playing a game titled Kid Chunks 2. I will need two volunteers to come to the front of the group. 3. Give one student an onset card and the other child the rime 4. The two children will stand with a little space between them. 5. I will point to the onset card r and the class will say the sound aloud 6. I will then point to the rime card and the class says -at 7. The class will blend the onset and rime together 8. The student holding the rime card will hop sideways to be next to the student holding the onset card to connect the word. 9. Continue with different students taking turns to create the words,( sat, bat, mat, fat, hat, rat,) 10. Collect materials and thank students for participating Guided Practice: Have volunteers pass out the bat cut outs for each person. Students, You will now write words that belong in the -at family on your bat cutout. You can write them using a gray or white crayon anywhere on the bat. Model writing an -at word on the bat. After you write the word please go over the phonogram -at in each word. Make sure students know exactly what to do befor releasing them to their seats. As students complete the activity monitor students and assist students who need support to complete the activity. Students will pair share their bats if they finish the assignment early.

Independent practice: Guided Reading Block Students will rotate through centers while I meet with a small group. Making words center-On the mats, the child first pulls the two or three magnetic sounds that make up the word chunk. For "-at," he would pull -at and place them over the letters on the mat. Then he chooses other magnetic sounds and puts them in front of the chunk to see if it makes a real word. If it makes a real word, he removes the onset (beginning sound) and copies that letter on the line to record the word on his page.http://mrsdiminnie.com/webfiles/words/wordfamilies/wordfambuildA.pdf Art- Create a collage of -at words or pictures from magazines Computers-http://pbskids.org/lions/games/blending.html Between the Lions blending bowl game

Writing-Complete an -at family mini book Seat workat family mini book with illustrationshttp://www.hubbardscupboard.org/Joyful_Heart_Character_Word_Family_Mini_Booklet _at.PDF Closure: Call students to the floor with their bat cut outs. With the anchor chart have students share their words that they wrote aloud while you write the words on the anchor chart shaped like a bat. Assessments:Simple tasks requiring a child to recognize whether pairs of words rhyme enable a teacher to assess phonemic awareness at a rudimentary level. First, prepare a list of 20 pairs of common words, choosing rhyming words for at least half of the pairs (e.g., fatcat). Explain to the child that rhymes are words that sound the same at the end, and show with examples how some words rhyme and others do not. Then pronounce each pair of words, asking the child if they rhyme. Yopp (1988) reported a mean score of 15 correct out of 20 such pairs when a similar assessment was used with kindergarten children. Assessment-Children will be assessed at the end of a two week period after there has been consistant and on-going phonics instruction. Teacher will prepare a list of 20 word pairs that consist of words that rhyme and words that don't rhyme. Teacher will then assess students, record the data, and present the data for future conference with parents. Teacher will also use the data to assess which children will benefit from extra support and practice. Day 3 Final Project Lesson Plan Phonograms-at and -ap Learners K-1 Learners:Power half hour group of 6 students who are receiving intense interventions per RTI tier II. Most students are visual and kinesthetic learners and learn best when activities require students to move, manipulate, and create phonemes. CCSD Common Core State Standards Phonological Awareness 1.Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 2.Distinguish long from short vowel sounds in spoken single-syllable words. 3. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. 4. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in

spoken single-syllable words. 5. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Phonics and Word Recognition 1. Know and apply grade-level phonics and word analysis skills in decoding words. 2. Decode regularly spelled one-syllable words. 3. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. Goals: 1. Review the -phonogram -at, and allow students time to practice seeing the word in context. 2. Introduce the phonogram-ap and allow time for modeling, guided practice and independent practice 3. Identify students who need additional support and provide reteaching 4. Actively engage students in meaningful activities to assure continues success Objectives: 1. 1. Identify phonogram -ap 2. Revisit the phonogram -at 3. Segment words with phonogram -ap into onset and rime 4. Blend words with phonogram -ap into words 5. Substitute initial consonants with new consonants to make new words 6. Manipulate initial consonants to form new words Student Prerequisites: 1. Knowledge of vocabulary words 2. Vocabulary words phonograms(word families) 3. Letter name/sound relationship (alphabetical principle) 4. Understand CVC pattern words together and in isolation 5. Understand the onset-rime -at and -ap and initial consonants

Teacher Materials: 1. Letter Cards( teacher set) 2. Word Families -at and -ap cards 3. Pocket chart 4. Pointer 5. Hat pattern on butcher paper 6. Picture cards for -ap words

7. Computer, laser projector, and Elmo for technology component 8. Word family poem Hap Can See 9. Activity -ap word family pages (for small group) Student Materials: 1. Word builder 2. Letter cards (Phonics book) 1 set per student 3. Word family -at and -ap cards Lesson overview: This lesson involves the reteaching of the phoneme -at. Students will participate and engage in activities that relate to phoneme segmentation and blending with the new phoneme -ap. Students will also sort words into two groups during guided practice and participate in peer discussions. Students will use their word builders to manipulate letters and change letters(substitution) to create new -ap words. Students will illustrate and write new words in their word family journal, and read a decodable book The Ap Family Album from Carl's Corner to practice blending words and reading fluently. Instruction that focuses upon common phonograms or rimes should help students develop this ability to use analogy to read new words. Introduction and warm up: Gather students to the carpet. Display the pocket chart with words (sat, cat, hat, pat, rat, mat, fat) Yesterday, we build these words. Today we're going to reread these words and learn how to build a new word family. Pointing to the words, ask the studentsWhat do these words have in common? They have the same ending. Yes! That's write. What sound does the ending in the word cat make? -at. Yes that's correct. Can you read these words with me? Students will read the words along with the teacher while teacher points to the words. Once students are finished invite children to name any other words they can think of that end in -at sound. Students will come up to the pocket chart and build their word and share the word. Students will participate and encourage others during this process. Teacher will then read aloud the words created- that, flat, chat, splat. Modeling by blending, and sweeping under the word, as students follow in sequence Now we're going to learn to read new words. Can you help me build them? Yes! Main Activity/Guided Practice and Lesson Procedures-Phoneme substitution -ap Display the poem Hap Can See Teacher will tell the students to listen to the poem as you read it aloud. The second time you read the poem listen for the words that sound like cap. When they hear a word that sounds like cap, they pat their head. After reading the poem, invite students to share words that they found in the poem that sound like cap. Teacher will highlight the words in the poem while students point to them on the chart. 1. Replace the words sat, cat, and hat with the words tap, map, cap.

2. Ask students what do they notice about the words tap, map, cap 3. Students should answer with They have the same ending sound. Teacher asksWhat sound do the letters -ap make? -ap. 4. Teacher will use her pointer to model the -ap phonogram, then place the word family card above the words in the pocket chart. However, in order to focus childrens attention on the rime itself they must be challenged to listen for, and attend to, the sound at the end of the word through activities which compare and contrast different rimes. Guided Practice: 1. Have a volunteer pass out the word builders and word family cards. 2. Have the rest of the class take out letters( c, l, m,n,g,t) 3. Ask students, If I place a /c/ to the left of of the rime -ap what word will that make? Cap 5. Model blending the sounds by sweeping under the word c/ap/ for students, then students will practice in turn, and turn to their elbow partner and practice. 6. Now if I want to make the word lap what letter will I need to replace theletter /c/ with? Model taking the letter /c/ out and have a volunteer share their answer. L 7. Students take out c and replace it with l. what word does lap make? Lap, correct lap. For ELL students who may have trouble with vocabulary, use the word in a sentence and point to your lap. 8. Continue building the rest of the words with map, nap, gap, and tap) 9. Model the blending after each word, monitor the guided practice offering assistance and taking notes on students who may need extra support. 10. Students will complete cut and paste activity sheet independently. http://www.hubbardscupboard.org/Word_Family_Practice_Sheet_and_Word_List_2.1.pdf Closure: Teacher Materials: pocket chart words cap, map, nap, gap, and tap on index cards Song If You Think You Know This Word written on chart paper Directions: Have students put away materials and monitors collect word families and word builders 1. Call students back to the floor 2. Point to the words in the pocket chart and have students read the words in unison. Whole group activity 1. Display the song chart If you think you know this word 2. Tell the students that this song is sung to the tune If your happy and you know it 3. Revisit the song If your happy and you know It so the students are familiar with the song. 4. Read aloud the song chart pointing to the words as you model the song for them.

5. After a couple of times begin the activity SongIf You Think You Know This Word If you think you know this word, shout it out! If you think you know this word, shout it out! If you think you know this word, Then tell me what you've heard, If you think you know this word, shout it out! The teacher says a segmented word such as /c/-/a/-/p/, and the children respond by saying the blended word. 6. Continue with all the words in the pocket chart and monitor students as they respond with the blended word. Independent Practice- (20 min) Students will complete various activities during guided reading block. Materials: word family -ap cards and pictures from http://www.wordway.us.com/FamilySets/apSet.pdf Cut and paste activities from Carl's Corner, -AP pack Centers: Word work- Sort -ap words and match up with the matching picture memory game. Students practice reading the words that match the picture. Writing-Write -ap words in their word family journal and illustrate each word, and complete the activity sheet, reading the sentence, saying the -ap picture names as they read, rewriting the sentence and changing each picture to a word. Students can illustrate their sentences on the back. Computers- http://pbskids.org/wordworld/characters/game_frm.html rhyming game Seat work-cut and paste activity http://www.wordway.us.com/FamilySets/apSet.pdf students will read the word and find the matching picture. Assessments-Students will be assessed through their seat work activity and completion and accuracy of the activity. Since we will revisit, review, and extend the -at lesson the following day, the assessments will be ongoing daily. Feedback will be provided to each student when work is completed. Informal assessments will take place during whole group activities and anedotal notes Modifications-The students who meet with me for my power half hour group who struggle with letter/sound correspondence, blending, or segmenting will receive extra instruction and reteaching. We will revisit the -at and -ap word family and make CVC booklets with illustrations, then practice sorting pictures with the -ap and -at sound Final Project Day 4 K-1

Learners:Power half hour group of 6 students who are receiving intense interventions per RTI tier II. Most students are visual and kinesthetic learners and learn best when activities require students to move, manipulate, and create phonemes. Phonological Awareness 1.Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 2.Distinguish long from short vowel sounds in spoken single-syllable words. 3. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. 4. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. 5. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Phonics and Word Recognition 1. Know and apply grade-level phonics and word analysis skills in decoding words. 2. Decode regularly spelled one-syllable words. 3. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. Student Prerequisites: Letter name/sound relationship (alphabetical principle) Understand CVC pattern words together and in isolation Understand the onset-rime -at and -ap initial consonant Teacher Materials: Pocket Chart Words Their Way pictures of -at and -ap words for sort activity Index cards with word family words ap and at Word Family card -at and -ap Student Materials: Envelopes with words their way pictures of -at and -ap words glue construction paper Lesson overview:Students have been studying the phonograms -at and -ap this week.

Students will sort their words independently by phonograms and glue them under the correct heading. Students will attempt to write the words to match each picture. Students will complete word family activity pages in their My Little Word Family Book Introduction: Students, we have been learning about word families this week. Who can tell me what these two words have in common? Display words cap and map in the pocket chart. Students share that they have the same ending and sound. Class responds with the sound of -ap. Display two at words. Ask students to identify the rime in the two words. Students share answer. Words Their Way is a developmental spelling, phonics, and vocabulary program. It was developed by Invernizzi, Johnston, Bear, and Templeton. Words Their Way is intended to be a part of a balanced literacy plan that includes fluency, comprehension and writing. Word study is implemented as a small component of the literacy plan but it is also interwoven in actual reading and writing texts.

Main Activity/Whole group lesson/Lesson Procedure Today I'm going to display pictures here in the pocket chart and I want you to guess how I sorted them. Teacher displays the pictures and asks students to share how I sorted the pictures. Students figure out that all the words with -at are on one side and all the -ap words are on the opposite side. We then read all the pictures then I collect the pictures leaving just the word family card -at and a picture of a cat, then the word family -ap and a picture of a cap. Guided Practice: I'm going to pass out some pictures. I pass out 1 or 2 pictures to each child and have them come up and place the picture or word into the correct column. When everyone is done we check to see if we were correct in our sorting and fix any of our mistakes. Independent Practice/Guided Reading Block/Centers Volunteers pass out the envelopes and students complete the sort at their desks. I walk around and check to see if they have sorted correctly. If they have, then they get a large sheet of paper that has been folded into eights. They glue the sorts onto their paper. Students attempt to spell any of the words on the paper by printing the word write below each picture. Students will rotate through centers(Writing, word work, computers) Writing-Use two pictures from each word family in the envelope and write complete sentences. Students glue the pictures above their sentences. Students complete

sentences for -at and -ap word families. Word Work-Use playdough to make your words Computers: Pbskids.org http://pbskids.org/games/literacy.html In the Nick of Rhyme or Rhyme Time Bingo Closure-Play a game called Word Family Hop. The children stand in a circle in our meeting area (with about 2 feet between children). I tell the children, "We are going to practice our new word family chunks. I will say a word. If it rhymes with(give an example from the word family), I want you to hop once in this direction to make the circle move. If it does NOT rhyme with (word), you stay frozen." I say more words that rhyme with the word family than I do words that don't. Assessment-Children will be assessed at the end of a two week period after there has been consistant and on-going phonics instruction. Teacher will prepare a list of 20 word pairs that consist of words that rhyme and words that don't rhyme. Teacher will then assess students, record the data, and present the data for future conference with parents. Teacher will also use the data to assess which children will benefit from extra support and practice.

Day 5 Learners K-1 phonogram -an Learners:Power half hour group of 6 students who are receiving intense interventions per RTI tier II. Most students are visual and kinesthetic learners and learn best when activities require students to move, manipulate, and create phonemes. CCSD-CCSS Common Core Nevada State Standards Phonological Awareness 1.Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 2.Distinguish long from short vowel sounds in spoken single-syllable words. 3. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. 4. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. 5. Segment spoken single-syllable words into their complete sequence of

individual sounds (phonemes). Phonics and Word Recognition 1. Know and apply grade-level phonics and word analysis skills in decoding words. 2. Decode regularly spelled one-syllable words. 3. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. Goals: 1. Explicitly teach the phonograms -an within a word. 2. Phoneme segmentation and substitution -an word family and letter cards 3. Recognize the phonograms -an 4. Sort word families cards into correct categories (open and closed sorts) 5. Blend the onset and rime -an adding letter cards to make new words 6. Read at Instructional level the decodable text Dan the Tan Man 7. Recognizing that word families will assist students in decoding words more fluently. Objectives 1. Identify phonogram -an 2. Segment words with phonogram -an 3. Blend words with phonogram -an 4. Manipulate initial consonants to form new words 5. Students will learn to recognize phonograms and use them to decode and spell unfamiliar words. Student Prerequisites: 1. Knowledge of vocabulary words 2. Vocabulary words phonograms(word families) 3. Letter name/sound relationship (alphabetical principle) 4. Understand CVC pattern words together and in isolation 5. Rhyming words and hearing the rhyme in nursery rhymes and other literature 6. Make and understand predictions for various texts and literature Teacher Materials: 1. Word Family cards -an 2. Letter cards (a-z) 3. Word Cards (man, pan, tan) 4. pocket chart 5. Word family -an poem The Tan Man Student Materials: 1. Word builder 2. Word family cards 3. letter cards Introduce the Word Families Lesson:(10min) 1. Place word cards man, pan, and tan in the pocket chart

2. Model how to blend the sounds together pointing to each word and reading it along with the students. 3. Ask students what the words have in common, and point out that all the words have the same ending. Holding up the -an word family card and repeat /am/ running your finger under the sounds as you say them 4. Place the card in the pocket chart above the word cards man, pan, and tan 5. Tell students that these words belong to the -an word family because they have the same ending letters and the same ending sound. 6. Have a student come up and model running their fingers under the -an ending of the words and say the sound that /an/ makes. They also say each word under the word family -an. 7. Ask students if they know any other words that have the same ending. Students will pair share with their elbow partner words they know. 8. Students will then share words while teacher asks students to identify the sounds they hear in those words. 9. Teacher will write those words on the white board with assistance from students Main Activity Blend Onset and Rime(10-min)) Materials: Teacher word cards (premade with words from student responces from previous lesson) student letter/word family cards, word builders 1. Give students the student/letter word family cards and their word builders. 2. Tell students to place the word family card on the right of the word builder 3. Say the word man and ask students what rime they hear at the end. 4. Have them point to the -rime. Say the word man and ask students what letter they need to place at the beginning to make the word man. Students will find the letter m 5. Students will practice and model blending the word as the teacher makes the same word in the chart. 6. Students will check their spelling with the teacher's word in the chart. 7. Students will then take away their m and listen for the next word 8. Use the words (tan, fan, ran, pan, can, van, Dan,Nan, Jan) 9. Have students substitute the letters in their word builder to create these words 10. Teacher will model on the chart while students check their spelling. 11. When you get to Dan, Jan, and Nan) remind students that these are names and therefor need capital letters. 12. Teacher will aide and assist students also monitor who may need additional support and practice. Guided reading small group extension lesson(20min) Materials: student copies of decodable text Dan the Tan Man Laser projector version of the book with smart board tools Directions: 1. Show students the cover of the book and ask whether it reminds them of any story (The Gingerbread Man) 2. Students will read the title together showing them how to sound out the onset and rime. 3. Have students point to the -an word family in the title, 4. Make predictions about the story. 5. Read story up to pg.6, while students listen and follow 6. Students will then independently circle the -an words in the text.

This lesson will carry over through the week to incorporate additional strategies with high frequency words, possessive nouns, and a new word family -ad Extensions during word work, and centers Materials: Worksheet, word builders, word-family journals, game boards(Readinga-z), die, and teacher laminated word cards. 1. Independent practice with activity sheet, identifying -an words that complete the sentence 2. Form words using -an, and write them down in their word family journal 3. Using a basic game board template, teacher cards, die, and game markers students will practice reading the words from the pile and moving along the game board the number of spaces indicated on their toll of the die. 4. All other center and seat work will be taken from Carls Corner word family activities to differentiate the diverse learners. http://www.wordway.us.com/FamilySets/anSet.pdf Below-level and or struggling students guided instruction (Modifications) Materials: CVC flip books( construction paper, index cards,word-family -an card, stapler, sentence strips, pictures of words for the lesson) Picture sorts allow children to use their knowledge of familiar concepts to attend to sounds in words.(Every Child a Reader,article) 1. Help students identify the phonogram -an using blending and phoneme isolation teaching 2. Provide pictures of the words (pan, fan, man, van, can, ran, tan,) 3. Teacher will show the pictures and tell students what words they represent. 4. Teacher will then show students the word cards and have them match the word cards with the pictures 5. Use word builders, word-family card, and letter cards to make new words (man, fan, and pan) 6. Have students pick up -an word family card and letter card m and glue the m to the left on bigger piece for space. 7. Continue reading and building words with -an with creating a CVC flip book. 8. Have students practice reading the flip book to each other and in unison 9. Have students take the word man and help you dictate a sentence using the word man 10. Read the sentence along with the students and copy it on a sentence strip. Highlight the word man. 11. Continue making sentences with original words from previous lesson. 12. Students will write sentences on lined paper to create a book for each student(Parent helper) 13. Students will return the next day to illustrate the sentences and take the book home for reinforcement and practice. . Conclusion of the lesson/Evaluation and Reflection Materials: white boards, white-board markers, word-family cards, pocket chart Directions: Call students attention to make their way back to the floor. Ask the question, What sound does the phonogram -an make? Wait for student response. Draw students back to the pocket

chart where the word family cards are listed. Blend the words together with the word wand. Call volunteers up to the chart to read the words. Students will repeat the words together with the volunteers. This activity will be beneficial for the students because it evolves all students and actively engages students that make learning fun and enjoyable. With constant repetition and practice students gain understanding and meaning. Game wrap-up Whats In My Head(A DECODING PROGRAM FOR POOR READERS AND THE REST OF THE CLASS, TOO! R.GASKINS,J.GASKINS,AND I GASKINS) In this game students are given five clues to figure out the word in the teachers head. After each clue is given, students write down their guesses as to the words identity. Clue # 1 1. This word is a three letter word 2. This word contains the phonogram -an 3. This word has a beginning sound that sounds the same as mouse 4. This word rhymes with fan 5. Complete the sentence: The ____ with the yellow hat is Curious George's best friend. Assessments: At the end of the week, students will be assessed on the phonogram -an. These form of assessments will be differentiated according to the level of each student. Students can write the -an words that they learned on construction paper squares. It can be modified in which students can copy from the pocket chart, word-family book, or CVC books. Students will pair up with a partner for a game a memory. Students will write their initials on each of their squares so that get them at the end of the game. Students will place their cards face down, choose two cards, practice reading the words with -an. If the words are the same, they take the pair and use them in a sentence. If the words aren't the same, say the words aloud and flip them back face down. Teacher will monitor and take anecdotal notes.