Word Family Jamboree 

Designed by: Emily Carpenter,  A. C. Moore Elementary

Subject: Reading/Language Arts     Grade: Kindergarten

Core Curriculum Objectives:
Experiment with copying, dictating, and/or writing simple sentences (K-WE-2)
Sees patterns in words (such as rhyming words and beginning and ending Sounds) (K-VW-8)

SC State Standards

Identify beginning consonants in single syllable words (IC3)

Recognize rhyming words (IC4)

Draw pictures and/or use letters and phonetically spelled words to write about experiences, stories, people, objects or events (IVB)

Overview 

The lesson will involve the introduction of the word family (-at). The teacher will read the book The Cat In the Hat by Dr. Seuss. After the story, the teacher will demonstrate how changing the beginning consonant sound in a word family changes the meaning of the word and creates a rhyming word. The teacher will use the letters, h , b, c, f, m, s, r, and p during the lesson to create new words. The students will identify the pattern (-at) and that the new words are rhyming words. The teacher will dictate five simple sentences using the (-at) family word pattern and familiar word wall words. The students will illustrate the writings.

Focus Essential Questions 

1. Can you identify the pattern in the words? 

2. Do the words rhyme? 

3. Can you choose the beginning sounds to make 

3 new rhyming words? 

4. Can you write/copy the words?

Time Frame 

One class period of 40 minutes

Resources and Materials 

The Cat In The Hat by Dr. Seuss 

Animal Talk 

101 Science Poems and Songs For Young Learners by Meish Goldish 

Story paper, word wall, pencils, crayons, markers, colored pencils, word building kit, 

Pat Cunningham word family house chart, 

Technology

Writing Blaster Ages 6-9 CD

Jump Start Phonics Ages 3-6 CD

Richard Scarry's Best Reading Program Ever CD

Poem

Animal Talk

Ducks quack, bears growl, 
Geese honk, wolves howl. 
Hens cluck, horses neigh, 
Bees buzz, donkeys bray. 

Cats meow, dogs bark, 
Birds chirp in the park. 

Turkeys gobble, 
cows moo, 
Tigers roar in the zoo. 

Snakes hiss, pigs squeal. 
Hyenas laugh a great deal. 

Owls hoot, mice squeak, 
Animals love to speak.

Culminating Assessment

Rubric

Instructional Activities

The lesson will begin with the reading of the book The Cat In The Hat by Dr. Seuss. The students will be asked to identify rhyming words that they hear in the story. The teacher will write the words on a chart. After the story has been completed, the teacher will read the poem "Animal Talk" and lead a discussion by asking the students to listen as she/he reads the poem again to identify rhyming words. The teacher will ask the students what makes the words rhyme and gather responses. Student will have prior knowledge of rhyming words from earlier in the year. The teacher will next instruct the students to look at the words on the charts from the story we read and see if there are any patterns that they can identify, specifically (-at) in the words. With a word building kit, the teacher will give the students the opportunity to volunteer to change the beginning sounds to make different rhyming words that we can place into a Cunningham word family chart. The letters that can be used are c, h, b, f, m, s, r, and p. The teacher will place the chart where the students can attach the letters to the pattern to make new words.

Example

After the students have successfully completed the word family house, the students will read the words with the teacher to reinforce the rhyming factor. The students will clap syllables and identify the beginning consonant sounds of the words. The teacher will check for understanding and give help to anyone needing another explanation. Next the teacher will remind students that the word wall has words that the students have been adding and using to write in their journals. At the conclusion of the lesson the teacher will add these words to the wall. The students will be given story paper. The teacher will tell the children to listen carefully to his/her (teacher's) dictation and write the words that they hear. The teacher will dictate five sentences to the students using the (-at) pattern family words and the familiar word wall words such as I, see, a, the, etc. The teacher will dictate sentences that show details about the subject "cat". The teacher will ask students to state how a sentence begins and ends before the dictation begins.

Dictation

1. I see a cat. 

2. The cat is fat. 

3. It is on a mat. 

4. The cat has a hat. 

5. I can pat the cat.

After the students have completed the dictation, they will illustrate the sentences that they have written by choosing crayons, markers, or colored pencils. The students will work cooperatively to share utensils and ideas about the illustrations. The teacher will use this time while the students are working independently/cooperatively to circulate and help individual students needing assistance. Any student finishing the work can work on the computer on the programs listed under technology.

The students' work will be displayed on the bulletin board to represent the (at) word family. The work will be observed by all people entering our classroom, parents, students, teachers, visitors and principal.