Lesson Plan:

Meet the -Op Family

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August 14, 2015
by Sharon Schellenberg

Learning Objectives

Students will be able to read and write words that belong in the -op word family.


Introduction (5 minutes)

  • Gather your students where they can see the interactive whiteboard.
  • Load and watch the “Down By the Bay” song.
  • Ask your students to think of some words that rhyme in the song.
  • Remind your students that words with the same endings make a word family.
  • Ask your students to help you think of some words that rhyme with pop.
  • Tell your students that you will tell a story with words in the -op family.

Explicit Instruction/Teacher Modeling (10 minutes)

  • Tell your students to form a circle.
  • Introduce your students to Kit and Kat (the two stuffed cats).
  • Tell Kit and Kat to be good while you go to the store.
  • Make the two cats hop and bop around.
  • Tell your students to say “hop hop hop” and “bop bop bop” as you make the cats frolic.
  • Make the cats get into a pretend karate fight.
  • Tell your students to say “chop chop chop” as the cats roughhouse.
  • Make the cats knock over the pretend flower pot.
  • Make the cats stare at the mess and cry.
  • Ask your children what the cats should do about the mess.
  • Make the cats clean the mess with the mop (feather duster).
  • Tell your students to say “mop mop mop” as the cats clean.
  • Display the rhyming story on the interactive whiteboard.
  • Read the story as you track the words with a pointer.
  • Invite your students to locate and circle the -op words on the whiteboard.
  • Invite your students to read the story with you.

Guided Practice/Interactive Modeling (10 minutes)

  • Hand out highlighters and the rhyming story sheets.
  • Tell your students to highlight the words that belong in the -op family.
  • Tell your students to put their finger on the -op words as you call them out: pop, shop, hop, bop, chop, drop, stop, slop, cop, and mop.
  • Repeat this as you call out the words in a different order.
  • Tell the student to your right to read the first two lines of the story.
  • Continue this as you go around the circle until every student has had a turn to read.

Independent Working Time (10 minutes)

  • Show your students the -Op Family Word Search.
  • Tell your students to find and highlight the -op words.
  • Tell your students to choose six of the words and write them on the lines provided.
  • Ask your students to raise their hand if they have questions about the assignment.
  • Dismiss your students to complete the worksheet.



  • Enrichment: Advanced students may write silly sentences using words in the -op family.
  • Support: Give simple clues and encouragement during Guided Practice and Independent Working Time.

Related Books and/or Media


Assessment (5 minutes)

  • During Guided Practice, look for students who are following directions and participating. Students should be able to find the words as you call them out.
  • During Independent Working Time, look for students who are following directions and focusing on their own work.
  • Your students should be able to find most of the words in the word search.
  • Your students should be able to write at least six words on the lines provided.
  • Your students should be able to read the six words to you.

Review and Closing (5 minutes)

  • Invite your students to read their words to each other.
  • Ask your students to use some -op words in sentences.
  • Do a call and respond: Spell hop... H-O-P! Spell bop... B-O-P! Spell chop...C-H-O-P! Spell mop...M-O-P!

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