Lesson Plan:

Pop! Pop! Pop! Words in the -Op Family

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Grade
Standards
July 28, 2015
by Anna Parrish

Learning Objectives

Students will be able to replace letters at the beginning of one-syllable words to create new words that are a part of the -op word family. Students will be able to blend individual sounds to produce words that are in the -op word family.

Lesson

Introduction (5 minutes)

  • Sing the alphabet to practice letters, or play a game to identify letters around the room.
  • After singing the song, tell the students that they will be learning how to create different words that are in the -op word family.

Explicit Instruction/Teacher Modeling (5 minutes)

  • Using the -op word family sliders, demonstrate the process of substituting the first consonant to make different words that are part of the same word family.
  • Model the process of blending the words by saying each individual sound and then the entire word.

Guided Practice/Interactive Modeling (5 minutes)

  • Display balloons that are part of the -op family on the board, mixed with words that are not part of the -op family.
  • Invite students to come up to the board, blend the sounds, and “pop” the balloons that are not part of the -op word family.

Independent Working Time (10 minutes)

  • Give your students the Word Family Puzzle worksheet.
  • Have the students use the worksheet to put the words together, and make sure they spell and say the words.

Extend

Differentiation

  • Enrichment: Have students create a word family book in which they use the -op words from the lesson and write sentences with the new words to create a book.
  • Support: For students who struggle with blending the sounds together, model blending two sounds at a time and extending the sound, before adding the third sound. For students who struggle with individual sounds, focus on individual letters and their sounds.

Technology Integration

  • Instead of creating a book using traditional materials, students can create either a book or a visual utilizing media such as Google Draw, Paint, or other software.
  • Have students look around the room for words in the -op family and take a picture of that word. Then, have the students create a digital drawing that includes that word.

Related Books and/or Media

Review

Assessment (5 minutes)

  • Using the word family puzzle, rotate around the room, and ask students to read the words that they created.
  • Note any words that students have difficulty with or need extra assistance blending.

Review and Closing (5 minutes)

  • Displaying various -op words on the board, have students snap or clap individual sounds of the words before saying the full word and making a “pop” motion with their hands.

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