Emergent

Literacy Lesson Plan

Candidates Name: Carly Calabrese Course Prefix/Number/Section: EDU 232 DO1
Date: March 5, 2017 Subject: Language Arts Grade Level: K Duration: 20 Minutes

I have designed this lesson plan based on a kindergarten classroom that is around the
midway point of the school year. The students are preparing for first grade and are
working on mastering all of the words found on the word wall. At is one of the words
found on the word wall that the students have mastered at this stage in their learning. I
believe that the students are ready to begin learning about the at word family because
they are already familiar with the word at itself.

Lesson Topic: (Your topic could be in one of the following emergent literacy areas:
phonemic awareness, phonics, letter knowledge, Word families, etc.):
Introducing word families: at

Big Ideas: Word families are the same ending/beginning. Words that end in at all sound
the same. When words sound the same at the end, they rhyme.

Essential questions: What is a word family? What does rhyme mean? What words end in
at?

Learner outcomes: Students will be able to explain what a word family is and be able to
identify words that end in at and recognize that words ending in at sound the same, or
rhyme.

Standards: PA CC
CC.1.1.K.C: Demonstrate understanding of spoken words, syllables, and sounds
(phonemes). Recognize and produce rhyming words. Count, pronounce, blend, and
segment syllables in spoken words. Blend and segment onsets and rimes of singlesyllable
spoken words. Isolate and pronounce the initial, medial vowel, and final sound
(phonemes) in the threephoneme (CVC) words.
CC.1.1.K.D: Know and apply gradelevel phonics and word analysis skills in decoding
words. Demonstrate basic knowledge of onetoone lettersound correspondence.
Associate the long and short sounds with common spellings for the five major vowels.
Read gradelevel highfrequency sight words with automaticity. Distinguish between
similarly spelled words by identifying the sounds of the letters that differ.
CC.1.4.K.C: With prompting and support, generate ideas and details to convey information
that relates to the chosen topic.

Vocabulary (essential terms introduced in this lesson)
Word Families
Rhyme

Materials
Board (chalk or dry erase)
Colored construction paper
Markers
Tape

Instructional Procedures:
Introduce the topic (describe what students are going to learn)
To introduce this topic, I will instruct the students to first look at our world wall and
direct their attention to the word at Then, I will explain that there are many words
that sound just like at because they have the same ending. I will explain to the
children that when words have the same ending, they belong to word families. I will
explain to the students that word families always have the similar ending in
common, just like all families have something in common. We will begin with the
at family.
Share examples (teacher modeling)
 I will put up pictures of different words that end in at (starting with cat, then bat,
rat, and mat). Once I show the picture, I will have the students say what the word is.
Then, as a class we will break apart the word by sounding it out on our arms. For
cat, for example, they will touch their shoulder and make the c sound /kah/, then
make the a sound /ah/ and touch their elbow, and then the t sound /tuh/ and
tap their hand. Then, they will slide down their arm and say the whole word cat.
This activity will be done together as a class with the words: cat, bat, rat, and mat.
The students will see the picture, say the word, and then sound it out together.
Provide Information:
I will reiterate to the students that all of the words end in at. After completing the
picture activity, I will show the students the caterpillar I made out of construction
paper taped on the board. I will reiterate how the caterpillar represents the at
family words and we will review what a word family is again. The caterpillar only
has a head, and in order to complete his body, we will have to come up with words
ending in at. As a class, I will ask students to help me think of words that end in
at. I will call on a student to come up to the board and write the word we picked as a
class on a piece of circle construction paper. Then, that students will tape the circles
onto the caterpillar and its body will grow as we put more and more at words on it.
I will make sure each student has a part in this lesson so I can assess how well they
are grasping this new information.
Guided Practice:
After our lesson on the rug, students will go back to their seat and they will get a
worksheet. The worksheet will have three columns. One will have picture of an at
word, the second will have a space and then the root word at (for example ___at),
then the third word will have lines for the student to rewrite the word.

Assess learning:
Throughout the whole lesson, I will be paying close attention to which students are actively
participating and understanding the concept of word families and at words. I will also be
collecting the worksheets the students complete to assess what they have learned. I will be
able to see which students need more help on the topic.

Acknowledgement: If you use ideas from your peers, please acknowledge her/their
contributions.

I received the idea about sounding out words on your arm and the caterpillar idea from my
aunt, Maryellen Stauble who is a second grade teacher at St. Matthews School in
Philadelphia, PA.