Professional Documents
Culture Documents
Ohio Standards
Connections
Phonemic Awareness,
Word Recognition and
Fluency
Lesson Summary:
Students read a book with rhyming text and identify word
families. They are to use this knowledge to create and read
additional words containing these patterns.
Estimated Duration: Two hours broken into short sessions.
Benchmark A
Use letter-sound
correspondence knowledge
and structural analysis to
decode words.
Indicator 5
Use knowledge of common
word families (e.g., -ite or
-ate) to sound out
unfamiliar words.
Commentary:
The study of word families is one of several ways teachers can
help children increase their word power and gain greater control
over sight words. The importance of increasing control over
sight words or high frequency words rests on what we know
about them. High frequency words are among the words that
matter most to beginning readers. As children learn to read, the
knowledge they have about high frequency words enables them
to find familiar sounds and associations in a line of print. This
familiarity allows children to continue reading with a growing
confidence and capacity to find meaning.
Pre-Assessment:
Give students a set of nine words to match with three key
words, such as sound, clash and east (Attachment A, PreAssessment). Have the students sort the words into word
families and pronounce them.
Scoring Guidelines:
3 sorts and pronounces all nine words correctly
2 sorts and pronounces six to eight words correctly.
1 sorts and pronounces three to five words correctly.
0 demonstrates little or no understanding of this concept.
Post-Assessment:
Give students a set of nine words to match with three key words
(Attachment B, Post-Assessment). Have the students sort the
words into word families and pronounce them.
Scoring Guidelines:
3 sorts and pronounces all nine words correctly.
2 sorts and pronounces six to eight words correctly.
1 sorts and pronounces three to five words correctly.
0 demonstrates little or no understanding of this concept.
Work with students to identify new words to add to the magnet set that will help them to
develop sentences and to elaborate on their poems.
Encourage students to experiment with their writing by moving words to different
positions within their poems.
Provide further support as needed. For example, have students work as a class to develop
the beginning of a poem that they can later complete at the computer.
Save poems using a different filename to avoid saving over the original magnet set.
5. Students who demonstrate an understanding of lesson concepts and who are familiar with the
software may be asked to work in pairs or in small groups to create their own computer
magnet sets. Have students use each other's magnet sets to create their own poems.
Materials/Resources Needed:
The inclusion of a specific resource in any lesson formulated by the Ohio Department of
Education should not be interpreted as an endorsement of that particular resource, or any of its
contents, by the Ohio Department of Education. The Ohio Department of Education does not
endorse any particular resource. The Web addresses listed are for a given sites main page,
therefore, it may be necessary to search within that site to find the specific information required
for a given lesson. Please note that information published on the Internet changes over time,
therefore the links provided may no longer contain the specific information related to a given
lesson. Teachers are advised to preview all sites before using them with students.
For the teacher:
For the students: a copy of the same rhyming book for each pair of students or small group of
students, sticky notes and pencils
Key Vocabulary:
rhyming
word family
General Tips:
Most Common Phonograms (Spelling Patterns) Here are the 34 most useful phonograms or
spelling patterns that are found in hundreds of words children read and write...
ack
ash
ick
ip
ump
ain
at
ide
it
unk
ake
ate
ight
ock
ale
aw
ill
op
ame
ay
in
ore
an
eat
ine
ot
ank
ell
ing
uck
ap
ice
ink
ug
Once students can look at a new word and search through their known words looking for words
with the same spelling patterns, they need to learn about spelling patterns that have two common
Clash
East
Directions: Cut into individual squares and give to student to place in appropriate column in
above chart.
Ground
Abound
Flash
Yeast
Around
Feast
Beast
Crash
Splash
Right
Rain
Directions: Cut into individual squares and give to student to place in appropriate column in
above chart.
Remain
Blade
Sight
Parade
Complain
Refrain
Fright
Lemonade
Height