Word Families

Word Families

ACK word family: http://mrsalphabet.com/ackwords.html

ENT word family: http://mrsalphabet.com/entwords.html

IDE word family:  http://mrsalphabet.com/idewords.html

Five Little Ducks

Five Little Ducks Printables:  http://picklebums.com/2011/06/14/five-little-ducks-puppet-printable/

http://www.enchantedlearning.com/rhymes/Ducks.shtml

The Wiggles sing Five Little Ducks:  http://www.youtube.com/watch?v=M5jnhndjX9U

http://www.first-school.ws/activities/books/animals/wild/5ducks.htm

Concepts: work on learning to count backwards from five, four, three, two, one and rhyming.

Raffi singing:  http://www.youtube.com/watch?v=EgTkJNYDht0&feature=related

http://nikarella.wordpress.com/2011/09/02/flannel-friday-five-little-ducks/ 

SIX LITTLE DUCKS by RAFFI:  http://www.youtube.com/watch?v=WIjwvFojH5o&feature=related 

Paint the rocks to represents the DUCKS:

http://www.redtedart.com/2011/03/16/kids-get-crafty-5-little-ducks-went-swimming-one-day/

ADORABLE:  http://himissjulie.com/2011/04/29/five-little-ducks-miss-julie-miss-stephanie-style/

http://www.curriculumsupport.education.nsw.gov.au/countmein/parents_five_little_ducks.html

http://childfun.com/index.php/holidays/spring-holidays/easter/385-duck-songs-poems-a-fingerplays-easter-crafts-and-activities.html

DUCK THEME ideas:  http://stepbystepcc.com/animals/duck.html

Little Book:  http://www.familyliteracyexpertise.org/Resources/pdf/FiveLittleDucks.pdf

http://www.nancymusic.com/5Dragonsplay.htm

http://www.squidoo.com/five-little-ducks-books-songs-pictures-and-models

http://www.acsu.buffalo.edu/~kmbugos/picture%20books/Site/Welcome_files/Five%20Little%20Ducks.pdf

story, sequence of events, rhyme and rhythm    http://teachers.net/lessons/posts/3449.html

I Know an Old Lady Who Swallowed A Pie

REVISED LESSON: NOVEMBER 9, 2011

 

I Know an Old Lady Who Swallowed a Pie by Allison Jackson Shared Reading

http://www.amazon.com/Know-Old-Lady-Who-Swallowed/dp/0525456457

Day 1- Enjoyment of the story

Before Reading:

Introduce the title, author and illustrator; Show the cover and talk about what the students notice on the cover? (Thanksgiving feast, food, pie).  Why do they think that?  Explain that in this story

(Amazon Summary of Story:  I know an old lady who swallowed a pie, a Thanksgiving pie, which was really too dry. And with that the feast begins! After the pie the old lady swallows a whole squash, all of the salad, and the entire turkey! As Mother and Father watch in shock, the two children are delighted to see the old lady growing fatter and fatter. And, in the end, the old lady makes a surprising and humorous contribution to the holiday festivities.)

Set purpose:  Today your job is to think about what the old lady ate during the feast while I read the story.

During Reading:

Read the story aloud. 

After Reading:

Return to the set purpose.  What food did the old lady eat?

I Know an Old Lady Who Swallowed a Pie by Allison Jackson Shared Reading

Day 2

Materials Needed

Print the Shared Reading Retelling Sheet page 3 for all students, word cards for all food (see after), retelling cards for pocket chart (Retelling pdf); print one copy of page 2 for the teacher for the document camera (Shared Retelling)  

http://lilcountrykindergarten.blogspot.com/2011/11/i-know-old-lady-who-swallowed-pie.html

Before Reading:

Use the cover to have the students retell the story. If needed, you can flip through the pictures of the book to help.

Set Purpose:

Today your job is to use the pictures to notice the order of the food that the old lady eats. 

During reading:

1. The teacher reads the book and place a picture of each food item in the pocket chart as the food is mentioned.
2. The teacher and students read the Retelling Page using echo reading I DO We Do.
3. The teacher and one student model how to read the retelling page using the fish bowl technique.
4. The students read the retelling page using with their partners at least twice. Peanut Butter partners first. Jelly partners second. Switch. Jelly partners first. Peanut Butter second.

 After reading:

Use name cards of the food and picture cards to put in the pocket chart.  Place the cards in the chart in the order that they appear in the story.  Match the word with the picture. HAVE STUDENTS help. Pass the name cards of the food and the picture cards to students and read the retelling page or book as needed to check for understanding.

I Know an Old Lady Who Swallowed a Pie by Allison Jackson Shared Reading

Day 3

Materials Needed  Use yesterday’s Retelling cards for pocket chart (Retelling pdf); copy the emergent reader for all students; copy the Sequencing.pdf for all students;  http://lilcountrykindergarten.blogspot.com/2011/11/i-know-old-lady-who-swallowed-pie.html

Before Reading:  It is important to know the order or sequence that events take place in a story. It helps you understand what you read. Today the old lady ate the food in a certain order. Use the cover to have the students retell the story. If needed, you can flip through the pictures of the book to help.  The beginning letter of a word helps you read the word. For example, I see p so this is pie. I see p and there are lots of letters … pumpkin.  (Note to teacher picture yourself in front of the students explaining how to read the words, think through the words).

Set Purpose:  Today your job is to use the beginning letter to help you read the word to notice the order of the food that the old lady eats. 

During reading:

1. The teacher reads the book, highlights the food words, and models how read the words
2. Teacher and students sit in a circle to read the emergent reader together.
3. The teacher and students read the emergent reader using echo reading or choral reading.
4. The teacher and one student model how to read the emergent reader using the fish bowl technique.
5. The students read the emergent reader using with their partners at least twice. Peanut Butter partners first. Jelly partners second. Switch. Jelly partners first. Peanut Butter second.
6. Students sequence the story using the sequence page pictures. (might be day 5 instead).

 After reading:

Use name cards of the food and picture cards to put in the pocket chart.  Place the cards in the chart in the order that they appear in the story.  Match the word with the picture. HAVE STUDENTS help. Pass the name cards of the food and the picture cards to students and read the retelling page or book as needed to check for understanding. How do we know what are the food words.

*reading the food words is the added layer to the lesson today

 I Know an Old Lady Who Swallowed a Pie by Allison Jackson Shared Reading

Day 4

Materials Needed Syllable Sort (one page for two students)  http://lilcountrykindergarten.blogspot.com/2011/11/i-know-old-lady-who-swallowed-pie.html

Before Reading: Sometimes words have one beat (clap hands once). Sometimes words have two beats (clap hands twice). Say words to give examples: dog(1); cat(1); elephant(3); puppy(2)

Read food words I Do We Do. Teacher reads Pie. Students read Pie. How many claps? Children clap. How many fingers? 1 Place pie under 1.

Set Purpose:

Today your job is to notice if the word has one beat (syllable) or two beats (syllables).

During reading: Read book paying attention to food words

After reading: Read the food words and do the sort. Then the students do the syllable sort.

 I Know an Old Lady Who Swallowed a Pie by Allison Jackson Shared Reading

DAY 4 OPTION 2:  http://candokinders.blogspot.com/2011/11/youve-gotta-see-this.html  The kinder teacher at the blog CAN DO KINDERS, is choosing a different Phonemic Awareness skill to complete on day 4.  It makes sense since her class is working on beginning sounds.  She put together the printables for a beginning sound sort. Scroll down and you will see where she posted the sort. 

Materials Needed: Beginning Sound Sort (one page for two students)  http://candokinders.blogspot.com/2011/11/youve-gotta-see-this.html

Before Reading:  Show a picture. What is the letter name? What is the letter sound?

Read food words I Do We Do. Teacher reads Pie. Students read Pie.

Set Purpose:

Today your job is to notice what the beginning sound of the food that the old lady ate is.

During reading: Read book paying attention to the beginning sounds of the food words

After reading: Read the food words and complete the sort.  This is a ____ (name of picture). It has the sound ___. It has the letter _____.  Then the students do the beginning sound sort individually with their own materials.  This is a ____ (name of picture). It has the sound ___. It has the letter _____.

Day 5

Materials Needed

Emergent Reader; Retelling Sheet; Sequence pictures from Sequencing.pdf (needs to be copied for today’s lesson); pictures from day 2 

http://lilcountrykindergarten.blogspot.com/2011/11/i-know-old-lady-who-swallowed-pie.html

Before Reading: Teacher models retelling the story using the pictures. Teacher models retelling the story using the food names. Teacher models reading the retell sheet. Teacher models reading the emergent reader.

Set Purpose: Today your job is to read, read again and read, read read read again and then retell the story using the pictures of food and the food names.

During reading: Read and Retell with pictures and food names

After reading: The teacher guides the students to retell using the pictures and food names. Each student has their own from the sequence pdf.

Predictable Chart sentence starters

Predictable Chart Sentence Ideas (compiled from lots of resources)
I can...
I like...
I went to ...
I love ...
(Name) wore a ... hat.
I (verb) in the snow.
(Name) can fly to (place that begins with same letter as name)
Dear Santa, Thank-you for my ....
A mouse can ....
When I see a mouse I ....
I have a ....
I wish I had 100 ....
I could eat 100 ....
I wouldn’t want 100 ....
I see a ....
If I had a garden, I would plant...
If I had a pet, I would have a...
In the rainforest, I see...
Today is cloudy with a chance of...
I am thankful for…
New Years Resolutions: I will...
"At The Zoo" You can see a ______.
"Down on the Farm" You can see a ____.
My best pet is a _____.
In my garden I saw a _______.
"Insects" A big ______ landed on my _____.
"Ways to Go" I will go to _______ in a _______.
Under the ocean I saw ______.
Look at me! I can ______.
My family likes to ________.
I see a _________.
I like to eat ___________.
Bears can ________.
Have you seen my ___________?
(name) planted a _________ seed.
I love ____________.
When I see a mouse I __________.
A mouse can _____________.
My quilt has ___________.
(name) likes (something that starts with same letter).
(animal sound) went the (animal name).
I went to _______________.
I will go to ____________.
I drive a ______________.
My favorite color is ________________.
I _________ in the snow.
Whatever the weather, I _____________.
I dream about ________________.
A ______________ lives in a _______________.
A ______________can fly.
A ______________can run.
I will be a _________________. (for Halloween)
I am thankful for ________________.

Scaffolding a Predictable Chart

Scaffolding a Predictable Chart Lesson (based on Dottie Hall’s & Pat Cunningham’s work)

 What is it?  A predictable chart is a series of individual student sentences that follow a predictable oral language pattern.

 Who writes the chart?  The teacher writes the chart in front of the students.  The students do not share the pen during this activity.  The teacher thinks aloud as she takes the child’s idea and composes it word by word.

 Purpose:  To draw student’s attention to print, one-to-one correspondence (print tracking), recognition of sight words, develop common oral language vocabulary and grammatical structures.  During the five-day sequence, students learn flexibility about print principles by print tracking, arranging cut up sentences, building sentences etc.

 Five-day sequence:

Day One:  Dictation of Sentences (1/3-1/2 of class)

1. Develop the sentence pattern from context (shared reading, read-aloud, etc.).  The best predictable charts are created after the teacher has conducted a concept building lesson.  For example, to build the concept of the word on, the teacher will read the book, The Spider on the Floor.  Following the read aloud, the teacher has the sentence starter, The spider is on the _____., written on a sentence strip.  The teacher has a beanie baby spider that the children use to act out the concept of the spider on school equipment.  The teacher has multiple pictures of school items (chair, teacher’s chair, teacher’s desk, student desk, blocks, floor, etc.).  The child closes her eyes, selects a picture then acts out the sentence.  By placing the beanie baby spider on an object the children experience the word, on, instead of just hearing it. 
2.  Develop the vocabulary needed for the language structure.
3. Begin the chart with your modeled sentence.  (Use alternating colors for every sentence in the beginning of the year for approximately 4-6 weeks.)  The teacher models the complete sentence orally, and then writes the complete sentence in front of the students.  This is not an opportunity to use a fill-in-the-blank sentence or write one word activity. 
4. Students share their sentences using the same sentence pattern. 

Tips: 

• Students need to rehearse a complete sentence even if they give you a one-word response.
• The teacher should break the sentence down word by word as you write it so to model the match between speech and print.  DO not spell words letter by letter.
• Students can turn and talk to a partner saying their complete sentence. 
• Sometimes students have a picture to build the sentence around.
• Sometimes students hold onto the popcorn word (high frequency word) and hold it up when the teacher writes it on the chart.

 Day Two:  Finish Dictation of Sentences (2/3-1/2 of class, the remaining students have a turn)

1. Reread a few sentences on the chart while pointing to each word (can have students clap, chant, or tap fingers, students spell the popcorn word at times, the students learn about concepts of print).  
2. Discuss how readers use an inner voice during reading to make sure the voice matches the word.  Read each sentence out loud and pause to allow them to read it using their inner voice. 
3. Where are our eyes during reading?  Our eyes, ears, and mouth need to be on the same word.   
4. Complete the chart with the remaining students.  You can begin by modeling and rereading student sentences from yesterday and call on a few more students to share their sentences. 

 Day Three:  Touch Reading and Mixed up sentences

Preparation:  The night before, type all students’ sentences (landscape comic sans 46 works well) and cut them into individual student strips. 

1. Sit in a circle and pass out each sentence to individual students.  Model finger-pointing as you read your sentence in front of you on the floor.  It works best to pass around a stuffed animal that students can hold in their lap as they read their individual sentence to the stuffed animal.  My favorite is the beanie baby. 
2. Students should be coached to track print.  1-1 word correspondence; eyes, mouth, ears all saying the same word, The student rereads own sentence and the teacher gives the students an opportunity to read own sentence to group using 1-1 word correspondence and eyes on word.
3. Students read their sentence numerous times.  Read to whole class going around the circle, read to partner on right, read to partner on left, read to self using inner voice, (will read to parent). 
4. After each student reads their sentence, ask students to find different words on their sentence strips (ie.  Name, sight word, a word that starts like…)
5. Possibly reinforce how many words in their sentence.
6. After reinforcing words that the children can read, reinforce the concepts of print by asking children questions (Where is the period?  Where is the capital?  Do you have a space?…)
7. Prompt students to coordinate speech to print as the year progresses.
8. Note about the individual strips for children:  Send home strips to read to parents or an important person.  Children love to read these strips.  Run the sentences off again for Day 5 and cut them again for Day Five’s Lesson.

 Day Four:   Mixed up sentences (Can be done on Day Three or Day Four)

1. Choose 3 or 4 students’ sentences and write them on sentence strips (last night in preparation for lesson).
2. The first student goes up to the chart and finds his sentence and reads it to the group.
3. Then, you cut the sentence written on the sentence strip (not the chart) word by word in front of the group while the students read it word by word.  The teacher teaches the difference between space and word. 
4. Mix up the sentence in a pocket chart.
5. Have the owner of the sentence go up to the chart and assemble the sentence.
6. Repeat this process for 3 or 4 sentences.

  Sentence Builders / Be the Sentence (Day 4)

1. Preparation:  Write up 1 or 4 student sentences on large pieces of paper or use the sentence strip words.
2. Have the student locate his/her sentence from the main chart.
3. The student who ‘owns’ the sentence, passes out individual words to students in the class. (There should be one student for each word in the sentence and the student of the sentence keeps own name.)
4. Students build the sentence in front of the group.  Children line up in the proper order of the sentence. 
5. Have the owner of the sentence point to each word and read their sentence to check to see if it is in correct sequence.
6. Student of the sentence reads the sentence to the group.
7. All students read the sentence chorally with the student of the sentence.
8. You can ask some probing questions:  What word begins like…, What is the first word?? Etc.  You can have one student turn around while the other students close their eyes and have them guess the missing word.  Who has the first word?  Who has the word, ___?  Who has the last word? Etc. 

 Sentence Builders / Be the Sentence variation (Day 4)

1. Divide the students into partners or triads. 
2. Write one sentence per partner or triad group. (Approximately 12 sentences)
3. Each group gets a cut up sentence (random sentences from chart).
4. Group makes sentence.
5. Group reads sentence to teacher who trades with them for another sentence.

 Day Five:  Make the class book

 Preparation:  The teacher cuts the sentence strips (not the students) to prepare for this final step.  (Progression from easiest to hardest:  You can differentiate by choosing different options depending on student’s literacy development)

 Easiest:  Write a model on the paper and cut only the name

1. Write a model on the paper and cut into phrase units (3 cuts)  (ie.  I like ——  my cat. —— Devin)
2. Write a model on the paper and cut into individual units (ie.  I—like—my—cat.—Devin)

****You should be through these first three steps by the end of the first six weeks of school.

1. Cut into phrase units with NO model on the paper.  (You may not need this step for some of your students).
2. Cut into individual word units with NO model on the paper (This is your goal by the end of the first semester- many students will be able to achieve this level much earlier).

Steps for Day Five:

1. Model the process every week for your students by creating your page for the class book.
2. Early in the year, you provide the strip of glue for the students using a glue stick (Determine when students are ready to take over this step).
3. Option:  Half the class begins their picture while the other half of the students assemble their sentences (This gives you time to help students that might need help.)
4. Students should have to reread their assembled sentence before the glue goes down.
5. Assemble book in page protectors for students to read throughout the year. 

Read the Room

Read the Room post here:  http://mrskimbrellsclass.blogspot.com/2010/11/grand-opening-of.html

Interactive Chart: Fall Leaves

Word Family Printable Booklets

Word Family Printable Booklets

http://www.hubbardscupboard.org/printable_booklets.html#WordFamilyBooklets

Shared Reading: Shoes From Grandpa

Day 1 Lesson

Before Reading:  Using the illustrations in the big book, Shoes From Grandpa, identify the names of all the articles of clothing.  Today while you are listening to the selection, identify the articles of clothing in the book.

During Reading:  Read the book for enjoyment and think about the types of clothing.

After Reading:  Play the game, “I’m wearing.”  Children sit in circle.  Teacher says an item of clothing.  The children wearing that item stand up.  Each child standing says a sentence about the item.

Teacher says, blouse.

3 children (girls) stand up since girls wear blouses, not boys.

Girl 1:  I am wearing a pretty, pink blouse.

Class of students repeats sentence:  I am wearing a pretty, pink blouse.

Teacher:  How many words in the sentence?

Children repeat sentence again, counting words on fingers. 

Teacher show me how many words in sentence.  Children show 7 fingers.  Teacher has now written the sentence on a sentence strip.  The teacher cuts off the words one at a time.  A child places the words in a pocket chart. 

Girl 2:  I have a red blouse.  (Repeat words in a sentence lesson.)

Girl 3:  My blouse is baggy.  (Repeat words in a sentence lesson.)

REPEAT with another item of clothing.

ALSO retell the story by focusing on the last line. The children already remembered this line (in which the main character, Jessie, wishes someone in her family would just buy her some jeans, instead of all these fancy clothes) and enjoyed its sentiments. We used the phrase, “She doesn’t want…” and made a list of all the clothes she’d been given, in the order they appear in the story. Most teachers I work with place pictures of the items in order as the children remember them. 

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Day 2 Lesson

Before Reading:  Today your job is to figure out rhyming words. 

During Reading:  Read the story, Shoes From Grandpa. Ask students to listen for rhyming words.

After Reading:  After the second reading, close the book and repeat some of the lines, leaving off the final rhyming word. Have the children provide the missing word. After children have provided some of the rhyming words, repeat the same sentence, and ask children to think of other words that would work with the sentence. Record all the rhyming words discussed on chart paper. Compare the words for students to discover that they have the same group of letters at the end of the word and tell them that we call these word families or rhymes.      

Shoes from Grandpa by Mem Fox Lesson Plan:   http://musicwork.wordpress.com/2008/02/26/mid-term-observations/

Second Choice:  Lesson 2 Lesson B

Identify who each character is:  The great grandmother has purple hair.  The grandmother has orange hair.  The mother has black hair.  The girl has orange pig tails.  What are the actions that the characters are doing? 

Make a list of each character as you read the story.

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Day 3 Lesson

Before Reading – Today the children will identify the item of clothing that Jesse was given.  “Who gave Jesse the article of clothing?”  Teacher has pictures of the articles of clothing, and the family names. 

During Reading – Students read chorally with teacher.

After Reading – Match the name of the character with the article of clothing that Jesse was given.

Grandpa – shoes

Mom – shoes

Sister – sweater

Aunt – scarf

Uncle – mittens

Dad – socks

Cousin – blouse

Grandma – coat

Brother – hat

Day 4 Lesson

This site posts the idea that the children are drawing the sequence of Shoes From Grandpa as the teacher reads aloud.  http://timmonstimes.blogspot.com/2010/10/shoes-from-grandpa-is-delightful.html

http://curiouskindergartners.blogspot.com/2008/09/shoes-for-grandpa.html 

Day 5 Lesson

Mem Fox writes about her book on her blog:  http://www.memfox.net/shoes-from-grandpa.html

Shoes From Grandpa is a sequence book:  http://writingeverydayworks.wordpress.com/2008/11/25/shared-reading-books/

Click on the title, Shoes From Grandpa, for a bingo sheet for your classroom.  http://www.eslhq.com/forums/worksheets/esl-worksheets/bingo-games/shoes-grandpa-843/ 

Possible Lesson:  How is your life the same as the characters in the book?  How is your life different from the characters in the book? 

Lots of ideas for lessons:  http://firstgradecce.wikispaces.com/Author-Mem+Fox

Shared Reading: I Went Walking

Students match the color word, with the color, with the animal.