Football Word Families
Students will be able to identify and produce words that rhyme.
- Have students stand in a circle, showing them a football. Instruct them to clap out the two syllables foot-ball to gain a better phonological understanding of the word.
- Encourage all students to put both their arms out in front of them with their palms facing up towards the sky.
- Tell them to catch the ball with their hands and bring the football towards their body.
- Go around the circle, allowing every student to catch the ball once. Ask them to call out a word that rhymes with football when they catch the ball.
- Now, tell students that since they listed some words that rhyme with football, they are going to continue learning about words that rhyme, or words that have the same ending sound.
Explicit Instruction/Teacher modeling(15 minutes)
- Use a poster with mini footballs to model words that rhyme. Underline and emphasize the final letters of a word so that students begin to understand ending sounds for this lesson.
- Invite students to the board to begin and sort words with familiar endings such as -at, -ug, and -in.
- Invite one student to the board to sort the following -ug words: rug, bug, and mug.
- Repeat the same process with the -in word family using the words win, bin, and tin. Follow the same process with cat, hat, and bat.
Guided Practice(10 minutes)
- Use ending sounds to match words with pictures, one word at a time, displayed in front of the group.
- Show the ending sounds /in/ /at/, and /ug/, and model how to match the word hat with the word cat because of the final sound it makes.
Independent working time(10 minutes)
- Have students write down words from the board one at a time.
- Using three different colors, have them highlight words that rhyme and are part of the same football word family. For example, instruct them to highlight all -at words with the color yellow.
- Enrichment: Students who complete all of the word families can have the opportunity to match various words with their corresponding pictures. This can be completed using picture printouts of all the words used in the lesson.
- Support: For students who are not yet familiar with ending sounds and are still working on beginning sounds, have them complete a modified version using beginning sounds only. For example, rug and rat would both be categorized as part of the /r/ family.
- Using sheets of written words at the end of activity, track the correct amount of rhymes in word families that each student is able to identify.
- For students completing the modified version with beginning sounds, record the number of beginning sounds they are able to sort correctly.
- For students who complete all word families correctly, record the amount of words they can correctly match to the corresponding picture.
Review and closing(10 minutes)
- For "extra points," place duct tape on the board as goalposts.
- Have students tape pictures in between the goalposts as other students tape the corresponding word next to each picture. Give one point as a reward for placing a picture of a cat next to the word cat.
- Extra points can also be awarded for grouping the word families together.