Bridgewater College

Education Department Lesson Plan

Date:4/8/13

Title of Lesson Word Patterns

Subject
Area(s):Reading
VA SOL 1.6 f

Grade Level(s): First

Name_Jordan Spitler

f. The student will be able to use word patterns to decode unfamiliar words

Content Objective(s)
1. The students will be able to correctly identify word patterns from a fictional text.
2. The students will be able to determine the correct word patterns of the word.
3. The students will be able to demonstrate knowledge of placing a word into the correct word
pattern/family by placing them in the right category in various ways.
4. The students will be able to choral/echo read a recipe card and identify beginning patterns.
5. The students will be able to phonics with spelling.
Accommodations/
Differentiation
Summative Assessment (based on objectives)
In order to achieve the objectives, each student will be able to:
1. take words from Cooking With the Cat and identifying word patterns
and make new words
2. look at word and demonstrate the correct pattern by putting the words
into the correct muffin tin
3. read sentences to show they understand new words and word patterns
4. take word from a muffin recipe and recognize beginning/ending word
patterns
5. choose food with word patterns on them and spell them

Materials

Worth, Bonnie (2003). Cooking with the Cat. New York: Random House.
(BL:0.6)

Metal cake pans (6-one for each group of students plus the teacher)

Muffin wrappers ( 30 )

Poster Board (2) (one for definition and other for reading activity)

Muffin cut outs (made by teacher)

Spoon cut outs

Marker

Plastic Baggie

Index Cards

Cut out of the different ingredients in muffins (made by teacher)

A large bowl

Pencils

Worksheet (made by teacher)

Colored Pencils

Computer/projector
Preparation

Create 6 sets of cut out muffins (look, spot, treat, glop, win) (KRS)

Create poster with ___ook, ___ot, ____op, ___i___, and ____ea____

on it to use while reading (KRS)

Create poster with definition on word pattern in it (saying

combination of letters that produce the same sounds, and can be
at the beginning, middle, and end) (KRS)

Create cut out spoons and write sentences on each spoon. Here
are the sentences-(I shop at the store.) (I hop up and down.) (The
duck has a orange beak.) (My dad is weak.) (I like candy a lot.)
(My socks have pink dots.) (I took my toy to school.) (I shook the
box.) (I saw a big ship.) (I had a green mint.) (KRS)

Create an index card with a muffin recipe for each student

(http://www.livingonadime.com/homemade-muffins-recipes-tips/). The
word patterns are _i_, in-, the-, -y or y-, _a_. On the recipe card
highlight the words for the students to recognize the new word
patterns. (mix, the, liquid, ingredients, into, the, dry, ingredients,
hand, lightly, you, them, times, the, batter, will, them, into, pan,
baking, salt, milk, oil, bake)

Create cut outs of eggs, flour, baking powder, salt, sugar, milk,
oil, and other things such as whisk, spoon, etc. Then put the
words on the cut out that go into the bowl (mix, the, liquid,
ingredients, into, dry, hand, lightly, you, them, times, batter, will,
pan, baking, salt, milk, oil, bake) You can also add different words
in exchange of these words so they can recognize the patterns in
different words (ex. Think, take, sit, pin, play, yard, etc)
Integration of technology
Computer/Projector

Accommodati
ons/
Differentiatio
n
Anticipatory Set (Focus)
Walk in with a chefs hat or an apron on and say, Today we are going to cook up
some word patterns!! Who likes to eat food? Who has helped their parents cook
food? Well today we are going to read and have a cooking lesson with word
patterns.

Time
Plann
ed

Access/Review Prior Knowledge

To review the knowledge of word patterns, play the game Construct a Word just to
get them thinking about different word patterns.
http://www.readwritethink.org/classroom-resources/studentinteractives/construct-word-30003.html
Play the game and explain to student that they can choose any word pattern and
add letters to it to create the new words. In the game, the students choose an
ending pattern of a word and then choose different beginnings. I would do this
with the students a few times just to get them thinking.

Topic presentation (What will the students be told?)

1. Today we are going to read the book Cooking with the Cat to understand
word patterns.
2. Ask students:

Does anyone know what a word pattern is?

Can anyone tell me where word patterns can be?

Give them the words pot and hot and ask what is the word pattern
in these two words.
3. These words have the same ending sound. Can anyone tell me what word
pattern these words make? (Students should answer ot but if not explain
that they both end in ot. Read them the definition of a word pattern. Then
explain that word patterns can be at the beginning, middle, or ending
sound. Show them that the word thin, the, that, and they all have the thsound in the front but in word with the th is at the end.
4. We can take the word patterns that we already know to make new words.
So lets read the book to see if we can find more word patterns and create
new words.
5. Read selected pages of Cooking with the Cat with the students. Student #1
read pg. 4-9 (oo word pattern) Student #2 read pg. 10-15 (i) Student #3
read pg. 16-18 (ot) Student #4 read pg. 19-22 (ea) Student #5 read pg. 2325 (op) and teacher reads 26-32. While reading, help them identify the
word patterns on each page and use the poster by stopping each child and
asking them, What other word can we make that has this same pattern
and sound? (have a few already made up in your mind). ( Do this for each
student to understand word patterns)

This
can
take
up to
10
min.

Guided Practice
1. Explain the Cooking with the Cat activity. The teacher will give the
students a word out of book and the students will place their muffin in the
correct word pattern tin.
Modeling
1. The teacher will demonstrate how to participate in the Cooking with
the Cat activity by showing them an example.
2. The teacher will show the students the first muffin she received: pot
3. The teacher then places the muffin with the word pot on it into the
ot word pattern muffin paper.
Guided Practice (cont.)/Formative Assessment
1. Pass out six muffins to each student (each group having a tin) (all
having the same words)
2. Review the definition of a word pattern.
3. Ask students:

What is the first word (look)? Can you place the muffin
with the word (look) in the correct tin?

What is the second word (spot)? Can you place the

muffin with the word (spot) in the correct tin?

What is the third word (treat)? Can you place the muffin
with the word (treat) in the correct tin?

What is the fourth word (glop)? Can you place the muffin
with the word (glop) in the correct tin?

What is the fifth word (tin)? Can you place the muffin with
the word (tin) in the correct tin?
4. Ask students to say the word to see if the answer is correct and
participate by putting word in after the students have displayed
the answer.
Independent Practice
Have each student choose a sentence spoon out of the plastic baggie.
(If their word is one that they came up with in the reading for the
poster words have them choose a different sentence spoon. Also
make sure each student has a different word pattern.)
2. Then have each child read their sentence out loud on at a time and
sound out the words and word pattern to show they fully understand
the word patterns from the reading and they are applying it to read
unfamiliar words in a sentence.
3. After they read the sentence ask them what word pattern their
sentence is from. This will show you they understand word patterns.
Topic Presentation
1. Now we are going to look at word patterns at the beginning of words with a
recipe card.
2. We have seen different patterns in Cooking with the Cat, and now we are
going to look at a few more word patterns that are in different places like
the beginning to understand the meaning of new words. Tell the students
to remember that the word patterns can be at the beginning, middle, or
end of the word.
3. Give the students the recipe card of how to make muffins with the word
patterns highlighted. Then read echo read the recipe card (say a few
words and have them repeat) and when you see a highlighted word
explain the word pattern and the location of it (have each student
recognize a highlighted word) (put on document camera for them to follow
along).
4. Now we can see that the word patterns can be in many different place and
we can take the word patterns that we have learned and apply them to
words we may not know.
Guided Practice
1. Explain the recipe activity where the teacher has each student draw a
different ingredient out of a bowl and have them identify the word
pattern from the recipe and then spell the word out loud. (students in
groups of 6)
1.

Modeling
1. The teacher will demonstrate the Recipe activity by showing them

1
mi
n

2
mi
n

3-5
mi
n

5-7
mi
n

510
mi
n

2
Min
2
mi
n

Guided Practice
1. Have each student one by one pick out an ingredient (explain
that the ingredients make the muffin).
2. Ask the student: What word did you get? What is the word
pattern? Where is it at in word? Can you spell the word? ( they
can look at the word while spelling and there will be a variety
of words in the bowl)

5-7
min

Independent Practice
1. Have each student fill out a worksheet where they have to write two
sentences with a different word pattern in each sentence. (monitor and
help the students with writing and spelling)
2. Then when they are done have the students share one sentence with the
other students out loud one at a time and have then identify the word
patterns.
3. After each child reads their sentence they can color the muffin at the top
of that page if there is extra time.

10
min

2 min
Closure
Today we have learned that a word pattern is a combination of letters that make
the same sound, and we have learned that they can be at the beginning, middle,
or end of the word. Can someone tell me one word pattern that they have
learned today? (Have a few students answer)