July 28, 2015

by Anna Parrish

Lesson plan

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

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Do you need extra help for EL students? Try the Word Family Letters pre-lesson.

Contents

EL Adjustments On Off

Grade

Kindergarten

Subject

View aligned standards

RF.K.2.e

English Language Arts and Reading Kindergarten K.2.A.ii Grade 1 1.2.A.ii

English Kindergarten R.K.3.e R.K.6.e Grade One R.1.5.a R.1.5.e

No standards associated with this content.

English Language Arts Grade 1 2.1.D.2

English Year 1 ACELA1457.a ACELA1457.b ACELA1457.e

English Level 1 SL.VCELA204.1

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Do you need extra help for EL students? Try the Word Family Letters pre-lesson.

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.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.

EL adjustments On Off

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

(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.

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Differentiation

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.

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.

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.

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.

Lesson plan

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

Learning Objectives

Introduction

Explicit Instruction/Teacher modeling

Guided Practice

Independent working time

Differentiation

Technology Integration

Assessment

Review and closing

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Lesson plan

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

Learning Objectives

Introduction

Explicit Instruction/Teacher modeling

Guided Practice

Independent working time

Differentiation

Technology Integration

Assessment

Review and closing

Related Guided Lesson Based on your interest in Pop! Pop! Pop! Words in the -Op Family.

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