Lesson Plan Template

Title of Lesson: Word Family Houses

Date(s): 3/3
Overview: Students will create word family houses by sorting and producing CVC words, writing them
on logs, and gluing them together. Students will be encouraged to come up with as many words as they
can.
Objective/Desired Student Outcome/Guiding or Essential Questions:

- I can identify words that rhyme. (Knowledge)

- I can distinguish words that do not rhyme. (Understand)
- I can assess and categorize groups of words. (Analyze & Evaluate)
- I can produce words. (Apply & Create)
- I can segment and blend onsets and rimes in single syllable words.
- I can add or substitute individual sounds to make new words.

Common Core/Next Generation Learning Standards:

CCSS.ELA-LITERACY.RF.K.2.A: Recognize and produce rhyming words.

CCSS.ELA-Literacy.RF.K.2C
Blend and segment onsets and rimes of single syllable spoken words.
CCSS.ELA-Literacy.RF.K.2d:
Isolate and pronounce the initial, medial vowel, and final sounds (phoneme) in the three-phoneme
(consonant-vowel-consonant, or CVC) words.
CCSS.ELA-Literacy.RF.K.2e:
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Key Vocabulary and Definitions:

Rhyme: words that sound the same or same at the end.

Does not rhyme: words that don’t sound the same at the end.
Word family: words that share the same ending sound.
CVC word: consonant-vowel-consonant word.

Materials/Resources:

Construction paper with word family house glued to the top, word family logs (three words per each word
family per kid, blank logs, glue)

Learning Sequence:

Introduction:

1. First review what we worked on last week: the am family. Talk about words that end with am, do the
bouncing strategy to notice the difference between “am” and “an”.
2. Tell students you’ll be trying to trick them and they must use their eagle eyes and listening ears to find
the right words to make their word family house.
3. Give them the construction paper with the ‘am’ family roof and three words per word family per kid all
mixed up in a pile.

Body:
4. Tell the students they must sort through the pile to find the words that fit in the am word family. Ask
them what different strategies they can use to figure out the words (bouncing the rhyme, highlighting the
end sound, chunking the word).
5. Let students work at their own pace to build their word family house. Glue them on as they go and
assist students if they are struggling.
6. Once they have found all of the words, have them sort the remaining words into groups and ask what
word family they would belong to. (at, an, ad).
7. If they complete that task, then give them three blank logs to write their own am words (nonsense
words included) and glue them onto their word family house.
Closure:
8. Have students read the words in their word family houses, including the ones they made, and put their
stuff away for the next center.
Assessment:

Student work sample, completed word family house.

Lesson Reflection:
Host Teacher: 
Lesson: 
Lesson Reflection Questions 
1. Were the learning objectives met, what evidence do you have for this? 
Yes, the students completed the activity successfully.
2. How did the children respond to the activity? 
They seemed to enjoy this activity. It was challenging for all in different ways. For example,
the low group found it challenging to sort through and find am words while the highest group
found it challenging to sort through them all.
3. What would you do differently next time?   
I would do this same activity the same way.
4. What do the students need to do / learn next? 
Continue learning am words.
5. What do you need to plan for the next activity?
Am activity.
6. Describe your professional development regarding children's learning your
planning, teaching, use of resources, classroom management, and assessment.
This activity went really well. I was well prepared with extras in case the students messed up,
lost some, etc (which they did). I also did well with keeping their voices quiet by using
consistent reminders. One thing I noticed is that while I was working with one student I
didn’t catch another student making a mistake, so I need to be more mindful of circulating
through my group while they work.
7. Teaching targets for next lesson 
Same targets.

Lesson Plan Template

Title of Lesson: Identifying Rhymes

Date(s): 3/4
Goals: Students will listen to the rest of The Cat in the Hat, listening for words they hear that rhyme.
Objective/Desired Student Outcome/Guiding or Essential Questions:

- I can identify words that rhyme. (Knowledge)

- I can distinguish words that do not rhyme. (Understand)

Common Core/Next Generation Learning Standards:

CCSS.ELA-LITERACY.RF.K.2.A: Recognize and produce rhyming words.

Key Vocabulary and Definitions:

Rhyme: words that sound the same or same at the end.

Does not rhyme: words that don’t sound the same at the end.

Materials/Resources:

Dr. Seuss’ The Cat in the Hat

Learning Sequence:
Introduction:
1. Ask the students what they remember about the beginning of the story that we read the day before. Flip
through some of the pages as a reminder of what happened.
2. Starting at page 30, tell them we will be listening to the rest of the book and ask them to use their
listening ears to listen to any rhymes they hear.
3. Tell them that if they hear two words that rhyme on the page to do a finger clap, model a finger clap
(just two fingers tapping each other) and remind them not to yell out until they are called on.

Body:
4. Read the rest of the story, stopping at each page or every few pages to go over the words students
identify as rhymes. If they don’t identify any rhymes on a page, ask them if a word and another word
rhyme.
5. Keep their engagement by asking them questions about the story, pointing out small details.
6. Make note of who is participating and who is not on a sticky note.

Closure:
7. Tell them they did a great job and to get ready for the next center.

Assessment:

Participation, as noted in observation notes.

Lesson Reflection Questions 

2. Were the learning objectives met, what evidence do you have for this? 
Yes, they participated in the activity.
3. How did the children respond to the activity? 
They really loved this activity. They liked the finger claps and were very engaged in the
story. They felt like rhyme detectives. It was the first listening activity we did and it was a
refreshing change.
4. What would you do differently next time?   
I would’ve read less pages. It was a lot to finish the whole book in 10 minutes. I don’t think
they would’ve noticed if I skipped some pages before we started.
5. What do the students need to do / learn next? 
They are ready to move on to the next word family.
8. What do you need to plan for the next activity?
Time to do the post assessment.
9. Describe your professional development regarding children's learning your
planning, teaching, use of resources, classroom management, and assessment.
I was nervous about this activity
10. Teaching targets for next lesson 
Same targets