SUMMARY OF WHY THIS

PLAN SHOULD BE USED/

WHAT NEEDS IT MEETS

Students need to be able to understand onset/rime for many reasons.

Students need to be able to recognize chunks of words and read them easily.
By understanding word families in onset rime, students are able to recognize
these patterns in other words and transfer their knowledge. Many students in
our classroom are struggling with differentiating short vowel sounds I, e o and
a, so I am building this activity for you as families to do at home for some
additional practice. I hope you find it a valuable use of your time!

STANDARD

CCSS.ELA-Literacy.RF.5.3.a
Use combined knowledge of all letter-sound correspondences, syllabication
patterns, and morphology (e.g., roots and affixes) to read accurately
unfamiliar multisyllabic words in context and out of context.

OBJECTIVE

Your student will be able to sort a list of words for the following word families
using onset rime by sorting the corresponding picture into the correct
category:
-at
-it
-ot
-et

INSTRUCTIONAL INPUT
(TEACHING THE SKILL)

Step One: Download and print the worksheet available under this plan.
Note: If no printer is available you can easily recreate this activity by drawing
the chart and having your child draw the pictures for the corresponding
words and cutting them out.
Step Two: Review the corresponding words in order from left to right with
your child.

Cot, Bat, Sit, Net, Cat, Kit, Jet, Pot

Step Three: Allow your child to color the pictures before cutting them out.
Step Four: Say the word for each picture out loud once before having your
child repeat it. Once they say the word correctly sort it into the correct box
with them.

GUIDED PRACTICE
(PRACTICING THE SKILL
TOGETHER)

Mix up the picture and lay them out off the chart. Have your child say the
word for the picture first. If they get the word correct have them sort it onto
the chart. Words that are not said correctly should be placed in a separate
pile. After sorting all of the mastered word repeat the modeling (Step Four)
until they say them correctly. Next, sort the words until chart is complete.

INDEPENDENT PRACTICE

Activity One: Remove the pictures from the chart and have your child sort all
the pictures on their own. Once they have that done that 3-4 times correctly,
try activity two for assessment.
Activity Two: With your child, come up with a new list of words (2 per each
category). Have your child create picture squares for the new words. Cut
them out. Repeat process with new words.

ASSESSMENT

Activity Two: With your child, come up with a new list of words (2 per each
category). Have your child create picture squares for the new words. Cut
them out. Repeat process with new words.

LIST OF ADDITIONAL WAYS

THIS PLAN COULD BE USED

Try printed word squares instead of pictures.