TED 508-Curriculum and Instruction: Reading

Group Lesson Plan for Kindergarten

Abby Heckman, Chelsea Jones, Gia Mason, Jordan Earley

Time 15-20 min/ 3 days

Prior Assessment Students have demonstrated that they know the alphabet
principles and have good letter recognition. The students
have demonstrated that they are ready to move onto learning
phonics and identifying the sounds that differ in similarly
spelled words.

Standards
CCSS: RF.K.3 Know and apply grade-level phonics and word
analysis skills in decoding words both in isolation and in text.

A. Demonstrate basic knowledge of one-to-one letter-sound

correspondences by producing the primary sounds or many
of the most frequent sounds for each consonant.

B. Associate the long and short sounds with common

spellings (graphemes) for the five major vowels. (Identify
which letters represent the five major vowels [Aa, Ee, Ii, Oo,
and Uu] and know the long and short sound of each vowel.
More complex long vowel graphemes and spellings are
targeted in the grade 1 phonics standards.)

C. Read common high-frequency words by sight (e.g., the, of,

to, you, she, my, is, are, do, does).

D. Distinguish between similarly spelled words by

identifying the sounds of the letters that differ

ELD.

Part III: Using Foundational Literacy Skills (PG.34)

-Some foundational literacy proficiency in a language using the

Latin alphabet (e.g., Spanish) pg 180

Lesson Objective Students will be able to distinguish different sounds by

decoding the similarly spelled words from certain word
 families verbalized by the teacher.

Purpose Students will benefit from this lesson by being able to

recognize word family patterns. If students are able to identify
similar sounding words by identifying word families and the
different letters added to the word family, they can quickly
use those patterns to decode and distinguish pronunciation
and meaning.

Materials and Resources ● ”The Cat in the Hat” by Dr. Seuss

● Lined “Top Hat” template
● Markers/crayons
● Butcher paper for Word Wall
● Lesson plan inspiration from:
○ https://betterlesson.com/lesson/526229/words-
have-families-too?from=cc_lesson

Assessment As students are finishing up their top hat activity, ask each
student to distinguish between two words on their hat by
identifying the different letters between the words. For
example, a student who wrote pat and mat can be asked to
identify what makes the two words different, and they would
say:
“Pat has a p making the p sound (student demonstrates
the p sound) and mat has a m that makes the m sound
(student demonstrates the m sound)”.

Instructional Sequence Introduction: 5 mins

- Teacher will have students come to the carpet on
mats in a circle and explain that today we are going to
learn about word families. Explain that they will have
to try and listen carefully to the similarly spelled words
that end in -at.
- As the teacher reads, students sit and listen for the
similarly spelled words they hear from the book.

Body-10 mins
- Teacher will write the title of book on board. The Cat
in the Hat. Ask students to raise their hands if they
recognize any words in the title that look similar.
Teacher invites students up to board to underline the
similarly spelled words. Keep calling on students until
two words are underlined. Then teacher connects
lesson with word families by describing what a word
family is and that we are looking for three letter words
ending in -at. Read words with students out loud
enunciating the words C-AT, H-AT.
- Teacher will ask students to recall if they know any
words that fit into our word family. The teacher will
 write the words students provide under the -at word
family umbrella drawn on the butcher paper.
- Examples: Cat, Hat, Sat, Mat, Rat, Bat, Pat, Fat, That
- Once students have provided words under the -at
family umbrella, go over the sounds that make each
word different from one another.
- For example, the C sound in cat makes cat
different from the word hat.
- Have students find more examples from the -
at family and have them verbalize how they
distinguished two words from another.
- Have students return to their seats and prepare for
the activity.
- Teacher will pass out top hat template and markers
for the activity.
- Teacher will bring over the butcher paper to be easily
seen by the students as a reminder of the words we
found today that end in -at under our umbrella.
- The teacher will explain to the students that they will
be creating their hat with words they learned from the
-at family umbrella.
- Students will fill in the blanks with words from our -at
word family umbrella then they can color in their hat.

Check -5 mins
- Teacher will say “These two letters make the sound -
at. Can you tell me a letter to add that would make it a
word?” , verbally students can answer the question
and the teacher can write those words under our -at
word family umbrella.
- As students are working on their top hat activity, the
teacher will walk around to each student and ask
students to verbally distinguish between the -at family
words they picked for their hat by identifying the
different letters added to make a word.

Closure -As students are wrapping up their hat activity, the teacher
will grab the students attention to recap the lesson through
tapping out the sounds and going over how to differentiate
words within the -at family. This will be done as a whole
group.
- Students will follow the teacher as the teacher points to the
words on the -at family word wall created earlier. The teacher
will model how to tap out the different sounds to reinforce the
sounds of each letter.
- Students will copy the actions of the teacher and repeat
each sound back to the teacher. For example, the teacher will
take cat from the -at family word wall and tap out the
individual sounds of c, a, and t and then put all the sounds
 together again and say cat.
- “Let’s break down cat together by tapping it out”
“C”... “A”... “T”......Cat
- “Let’s break down mat together by tapping it out”
“M”... “A”... “T” ….. Mat
Reinforce the sounds of c and m are what makes the two
words different from one another.
Keep tapping out examples as time allows.

Transition into next activity:

Have students put their hat activity in the finished work
basket and return back to their seats.

Next Steps -This is a three day lesson, and the next two days we will
focus on the word families -am, and -ox.
-Each day will open up with a reinforcing activity where the
previous word family word wall will be brought back out to
remind students what they have previously done with the -at
family and how they will apply the same patterns to the -am
and -ox word families.

Accomodations English Learner: Will have a worksheet that has words in

Spanish and the translation of the -at words. ex: Gato=C-AT
https://docs.google.com/document/d/1U7s0lu8nMGOffmrLzJ
Erl4l9Q_BZP58_4KwjxYQ7JtE/edit
For early finishers, students can draw an illustration for each
of the words they wrote on their hat.

- This is the hat the students will make as part of the activity.