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Topic: Blending/Segmenting Compound Words

Materials: Picture cards of compound words cut into puzzle pieces(snowman, doorbell, mailbox, sandbox, bathtub)

Time: 10 minutes

1. Review all word cards first with students. “This is a bathtub. What is this?” Have students repeat words.

2. Tell students today we are going to listen for the two parts in this word. “This is one big word but if you listen very carefully you can hear the two parts.”

3. Model an example with students using the bathtub card. Hold the first part of the bathtub in the left hand and the other matching half in the right.

4. As you move hands closer to make a match repeat the first and then last part of the words “bath-----tub” , “bath---tub”, “bath--tub”, “bath-tub”, “bathtub”.  As you move each part closer the pause between each word should get shorter.

5. Have students repeat the whole word when the match was made.

6. Continue with this process until all words are successfully matched up.

To change this activity to a focus on segmentation, repeated this process by pulling apart each section of the cards.

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Picture Cards for Blending and Segmenting Compound Words 

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Shanika Ulett
After learning a letter read the Alphatales story associated with the letter.

The set is from scholastics or you can watch them on YouTube. The scholastic set comes with a virtual interactive computer game which will read the story, allow you to print them out and a game to find the images in pictures that begin with the associated letter.

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(Reviewing onset sounds)

Name: Shaina Bridges

Topic: Identifying a picture and isolating the onset sound of each word.

Grade Level: Pre-K

Materials Needed: (including technology):

1 Big Bowl/ pool

4 fishing rods

Magnetic fish with pictures printed on them

Mess bag

Time: 10 mins

1. Call 3-4 children to the table at a time. Show students the materials and ask: What do you think we are going to do?

2. Catch a fish and while pointing to the picture ask, “What do you see on this fish?” Allow children time to respond. Explain that each of our fish has a picture on it.

3. Let them know it is their job to identify what the picture is and then tell me what the onset sound they hear in the word.

4. Ask, “Who remembers what an onset sound is? Where do we hear the onset sound in a word?” Give children time to answer. If students are unable to identify what an onset sound is, remind them it’s the first sound we hear in a word. Using the fish we already caught, show them what to do. “This is a picture of a cat, the first sound I hear in cat is /k/ and c says /k/.  So the onset sound in the word cat is /k/ and the letter is c. Lets see if you can help me out with the next one?” Put the fish in the mess bag before moving on.

5. This time ask the group, “Who can tell me what this is a picture of? What is the first sound you hear in ____? Who knows what letter makes that sound?” After doing the activity as a group it is now time for students to go fishing.

6. Start with the child to the left and move in a circle, giving each child a turn to fish, identifying the onset sound in the word and the letter. Assist where needed.

7. Allow each student 3-5 turns depending on time. After finishing, acknowledge students' achievement providing praise: nice work today, I like how you really listened to the onset sound at the beginning of each word, ect.

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Shaina Bridges

Topic: Syllables in our names

Time: 10 minutes

1. Tell children as we greet them today during morning circle we are going to play a game to find how many times our chin touches our hand when we say our names.

2. Explain that every time your chin touches your hand represents a syllable in your name, so today we are going to find out how many syllables are in our names.

3. So help me sing the song Look who came to school and remember when you tell me your name, put your hand right under your chin so you can tell us how many syllables you have in your name.

1. Song: Look Who came to School today Song: Look who came to school today, school today, school today.Look who came to school today, What is your name?

4.  Lets try it out first, Sing the song and point to yourself, Ex: I’m Miss Shaina. When I say Miss Shaina with my hand under my chin, my chin touches my hand 3 times, watch me do it. Now try it with me. Have all students say your name with you.

5. Explain that when you point to each child they will tell you their name and how many times their chin touched their hands.

6. Go around singing the song and stopping so each child can say their name, before moving on ask, “How many times did your chin touch your hand? That means you have ___ syllables in your name.”

7. Continue this until each child has a turn.

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Shaina Bridges

Topic: Matching words that rhyme

Materials: File Folder with one word attached. Word cards to match

Time: 5 mins

1. Review all of the pictures with students so they know what they are looking at.

2. Tell them today we are going to match each word with one of the cards that rhymes. Ask: How do you know if a word rhymes?

3. Do the first picture together. Ask: What is this picture of? Encourage children to say the name of each of the items on the cards along with the picture (example: frog-house, frog-dog)until they find a rhyming pair.

4. Allow children time to complete the activity on their own.

5.  When they are finished, review the answers together, helping them to correct themselves as needed.

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Shaina Bridges
After learning each letter, read the letter rhyme associated with the letter.

This is a resource from the ABC sing-Along Book from Scholastics.

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Description

Learning the ABCs is a joy with these full-color pages, each featuring an easy-to-learn song for a letter of the alphabet! Turn to this colorful resource every day to teach phonemic awareness, letter recognition, early reading skills, and more! Includes audio versions of all 26 songs, eye-catching illustrations, ready-to-go lesson plans, instant letter activities, and more!

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alphabet recognition abc letters sing-along tunes songs music phonemic awareness flip chart whole class circle time professional book books teacher teaching resources

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Learning the ABCs is a joy with these full-color pages, each featuring an easy-to-learn song for a letter of the alphabet! Turn to this colorful resource every day to teach phonemic awareness, letter recognition, early reading skills, and more! Includes audio versions of all 26 songs, eye-catching illustrations, ready-to-go lesson plans, instant letter activities, and more!

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Isolation of onset Sounds
Shanika Ulett
Materials:
Bowl
Laminated Pictures

Time:10 mins
1. Invite 3-4 children at a time to play. "Today we are going to be making some alphabet soup. Let look at some pictures that we can add to our soup."
2. Show students a picture and identify the image on the picture. Ask what sound they hear at the beginning of the word. "This is an apple the first sound I hear in apple is "ah" say ah. Place the apple in the soup.
3. Give children each a card and go around and allow them to identify the word and the beginning sound they hear.
4. After they identify the sound add the picture to the soup.

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Shanika Ulett
Music ignites all areas of child development & skills for school readiness, including motor, social-emotional, language and overall literacy. It helps the body and mind work together. This lesson will explore classic nursery rhymes set to a beat. When children are comfortable we will create a sight word rap.  Please use the link for inspiration

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Shanika Ulett
Add magnets to wooden blocks, along with pictures of compound words. Children will build and match while learning compound words.

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Magnetic Match Blocks for kids - Compound Words | Compound words, Preschool fun, Word block

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Oct 9, 2013 - Have you ever wondered if your child/ren learn in their sleep?? I'm with my son 24/7 and I'm well aware of what he is exposed to (or so I think), so I hav

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Students are going to pretend they are doctors and have to "stitch" the patient up.

Topic: Blending compound words
Materials: picture cards with compound words cut in two.
Time: 10-15 minutes teach whole group then students can practice in centers/independent work.

1. Today we are going to work on making compound words. A Compound words are formed when two or more words are joined together to create a new word that has an entirely new meaning.

2. We are going to look at two pictures and "stitch" them together to make a bigger/new word.

3. Repeat after me
T- Sun
S- Sun
T- Flower
S- Flower

4. Repeat this step and each time move your hands closer together until you have "stitched" the word together to create Sunflower.

During centers, students will work on stitching the words together using tape or glue (if you have a notebook students use for learning.) I have gone on to make this a whole unit to wear students wear lab coats. gloves, and goggles. Also have used tweezers to move the pictures together.

I have linked some examples of cards I have used. My email is kstarkey@cdschools.org if you have any questions.

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Submitted by:  Michelle Pavusek
Topic:  Isolating First Sounds
Materials:  A wide variety of Picture Cards, string/yarn
Time:  10 minutes
Activity:
To reinforce the beginning letter sounds, we played so that each of us had to name the picture as we placed our picture cards on the grid.  The game was highly effective in listening for and identifying beginning sounds because in order to use the strategy of the game {getting three in a row and blocking the other player}, each player had to rename objects and listen for beginning sounds again.
Begin by reviewing all of the words cards by saying the word and having the students repeat the word.
You can start by modeling the game whole group.  Be sure to have them say the word hen using multiple sets of pictures cards, the student could play with a partner during centers/stations..

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Name:  Megan Patterson

Topic:  Rhyming

Time: 5-10 minutes

Materials:  Bean Bag (or ball)

Procedure :

1. The teacher (holding the beanbag) says a word (e.g., mat). The words can be related to a topic.

2. The teacher then passes the beanbag to a child. That child is to think of a word that rhymes with mat, say the new word aloud, and then pass the beanbag to another student.

3. The game continues until the children can think of no more rhyming words. ** students can say nonsense words too!

4. The student who is holding the beanbag at that point begins the game with a new word.

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What Do You Hear?
Topic:  Isolating letter sounds
Materials: Google Slides with link to YouTube Alphardy video, UFLI slides incorporated as well
Time: 10 Min

1. Begin with the Alphardy song by Dr. Jean to review the letter sounds.  The first time doing this song, have students make up gestures.  Get the students up and moving.
2. Review letter sounds and names on the given slides. Show slides and say, "The letter is __ and the sound is ___." This can be teacher or student led depending on students' knowledge.
3. Air draw the focus letter (t) and say the sound.  Repeat a few times.
4. Go over UFLI slides the show that the letter t, or sound /t/ can be found at the beginning and ending of words.
5. Do a picture sort for the beginning sound /t/.  Students give a thumbs up for words beginning with /t/ and a thumbs down for words that do not start with /t/.  If it does start with /t/, drag the picture above the line.  If it does not, leave the picture where it is.  Say all of the /t/ words when finished, emphasizing the /t/.  Students can echo you or do it with you, depending on ability level.
6. Ask for volunteers to give you more /t/ words.

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Name: Megan Patterson

Topic:  Isolating Sounds/ Phonemic Segmentation
Time: 5-10 Minutes
Materials:  Word List/ Picture cards

Procedure

1. Have children stand as they listen to you say a 3-phoneme word.
2. Say each phoneme of the word separately and ask children to place their hands on their heads, waists, or toes to indicate whether the sound is at the beginning, middle, or end of the word. Have students repeat the sounds as they take positions.
3. Repeat with additional three-phoneme cards.

Extend the activity to four-phoneme words using head, waist, knees, and toes as the four body positions.

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Name: Megan Patterson
Materials:  Poster with goodbye sayings

1.  Simple ways to say good bye when kids are leaving the room or leaving for the day.

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Angela Hocking
Topic: Rhyming
Time: app 5 minutes
Materials: small rubber ball

Procedure:
1. Review the concept of rhyming.
(Ex: "Remember, when words rhyme, they sound the same at the END.)
2. Give a few examples of words that rhyme.
3. Seat students in a circle.
4. Give them a word like "tall" and pass the ball to a student.
5. That student comes up with a word that rhymes with your word (it can be a real word or nonsense word).
6. The ball is passed to another student who comes up with a word.
7. Keep track of how many times the ball was passed and try to beat that score the next time you play.

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Topic: Rhyming

Title: Rhyming Dominos

Age Group: Kindergarten- 2nd

Time: 10 to 20 minutes (depending on age group)

Materials: Sentence strips, marker, scissors

Before the Lesson: Write two words on each side of the cut sentence strips (see picture below). The activity could also be taught by using pictures instead of words for younger students.

1. Students will be separated into a group of 2 . The oldest student will go first and lay a card down.

2. Next, the youngest students need to put down a card that rhymes with one of the words on the first card.
3.The students will continue until all cards have been played or until there are no longer any matches.

Note: This could be used as a center game or as whole group instruction.

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Intensive Phonological Awareness by Melanie Schuele and Naomi D. Murphy is a great resource to use for intensive students. It is a book with lesson plans and other info. You can register for online access to the picture cards that go with the lessons. (Beth Todd)

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Heather Fadule - Rhyming with Pig the Pug

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Heather Fadule - Rhyming with Pig the Pug

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Topic: Rhyming
Materials: Pig the Pug book, Rhyming cards, fly swatter
Time: 20 min

1. Tell students to close their eyes and try to think of the animal you are describing.
-"This animal has a long tail, whiskers, likes to catch mice and rhymes with 'pat'".
-"This animal hibernates in the winter, has lots of fur to keep them warm and rhymes with 'hair'".
-"This animal lives on a far, likes mud, eats from a trough and rhymes with 'wig'".
2. Read the story Pig the Pug one time through emphasizing the rhyming words.
3. Explain that the story had lots of pairs of rhymes. Re-read the story and have students raise their hand every time they hear a rhyming word.
4. Show and read each of the rhyming cards, spread them out on the floor face up. Have the children take turns swatting a picture and then find another picture that rhymes with it. If correct, child can hold on to the matched set. Play until all cards are matched.

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Name:  Laura Grill

Time:  10 minutes.

As an activity to review Syllables, have children clap out syllables with you as you say the words. Then,

dance along to the song "Clap it Out" from YouTube

https://youtu.be/psUPYR235O8

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Name:  Laura Grill

Time:  20 minutes

Materials:

Bingo Cards markers

Pictures Cards

1.   Give each child a bingo card with pictures on it

2.   Tell children we are going to playing rhyming bingo

3.   Remind children what it means to rhyme

4.   Ask children to take some time to look over their cards and raise their hands if there is any picture they can’t identify

5.   When all children can identify the items on their cards, start calling out a word from the picture cards. Show the picture. Remind students they are looking for words that rhyme with your word.

6.   Play until someone yells Bingo

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Name:   Laura Grill

Time: 10 - 15 minutes

Play the game I Spy but using sounds unstead of colors. “I spy some that starts with the sound “buh”. After given the beginning sound, if no one guess it add, “ I spy something that starts with a “buh” and ands with a “sss” Allow children to discuss what words might start with b and end with s.

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Name:  Laura Grill

Time:  10 - 15 minutes

Have 3 words written per row on a wall chart.  As you read over them, point to each word.  Encourage children to recognize the word in a set of three that starts with a different sound.
(You may have children come up to chart and circle the word that doesn't belong.)

Which word doesn’t belong?

Bus, bun, rug
Mop, moon, rat
Coat, hose, horse
Pants, pink, four
Tent, table, horse,
Sun, sub, ruler,
Queen, quarter, taco

2.  You might, then, advance in difficulty by comparing 4 words per row.
Sink, seem, thud, sing
Dive, dove, vest, dad
Chin, chocolate, chair, sheet
Zig, zag, zeal, sing
Joke, cheer, choice, chest
Van, that, vine, vow
Chin, chunk, chill, jump

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NAME: Tracy Marko
MATERIALS:  white board, dry erase markers, eraser
TIME:  10 min.
1.  Draw a picture on a white board beforehand.  (ex:  a snowman)
2.  Ask children to erase a word that begins with a certain letter sound (ex: Erase something that starts with H or say sound of the letter)  They would erase the hat.
3.  Continue until whole picture is erased.

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NAME:  Tracy Marko
Materials:  Letter sounds listening mat found at https://www.prekinders.com/letter-sounds-listening-games/

BINGO dabbers
Picture cards
To play this game, give each child a letter mat, with either a bingo dot marker or a rubber stamp and ink pad. Shuffle all of the word cards. Go through the stack of cards, calling out each word. Children listen for the beginning sound of each word. If the word begins with the letter, they stamp over one of the letters on their mat. If the word does not begin with the letter, they do not mark anything on their mat. When all of the word cards have been read, everyone should have stamped all of the letters on the mat. (This is similar to a bingo game.)

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This is a game I came up with for children who can already identify letters and need a "next step" activity. So far, I have made games for letters A through E, and there are more to come. I will make a complete set A-Z.

To prepare this game, first print out the word cards on card stock (laminate if you choose). The third page could be copied onto regular copy paper for each child if you choose to send it home. Or, if you want to make reusable mats, copy it on card stock and laminate to use with dry erase markers or crayons. This is an activity for a small group, where the teacher is working with the children, reading the word cards to them.

To play this game, give each child a letter mat, with either a bingo dot marker or a rubber stamp and ink pad. Shuffle all of the word cards. Go through the stack of cards, calling out each word. Children listen for the beginning sound of each word. If the word begins with the letter, they stamp over one of the letters on their mat. If the word does not begin with the letter, they do not mark anything on their mat. When all of the word cards have been read, everyone should have stamped all of the letters on the mat. (This is similar to a bingo game.)

Links to the other sets:

Click these thumbnail images to download the printables.

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This is a game I came up with for children who can already identify letters and need a "next step" activity. So far, I have made games for letters A through E, and there are more to come. I will make a complete set A-Z.

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NAME: Tracy Marko
Materials:  Prepared photo for each child; hanging pocket chart with corresponding numbers for syllables
Directions:  As a large group activity, show a photo card to the class, clap the syllables in the child’s name, and have that child come up to the board to place the card in the correct column on the pocket chart. Leave this activity out during center time for your children to practice. If you don’t have a pocket chart, you could attach magnets on the back of each photo, and attach them to a magnetic white board.

Another lesson which gives children repetition is to clap, snap, slap the syllables. You say and repeat the word three times while you clap your hands, snap your fingers, slap your knees. The repetition helps children learn.

For example, for the name “Patrick”, you would say:
“Pat-rick” (clap, clap hands)
“Pat-rick” (snap, snap fingers)
“Pat-rick” (slap, slap knees)
(You clap or snap or slap at the same time you are saying each syllable.)

For the name “Madison”, you would say:
“Mad-i-son” (clap, clap, clap hands)
“Mad-i-son” (snap, snap, snap fingers)
“Mad-i-son” (slap, slap, slap knees)

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NAME:  Tracy Marko
Materials:  laminated rhyming picture cards, tape
Time:  10-15 min.
Directions:  Outside, line up children face to face in two teams. Tape  rhyming pictures to each child's shirt, coordinating rhyming words so that each child on Team 1 has a matching word for a child on Team 2. On your command, have children run to their corresponding rhyming partner. Whoever matches with their partner first wins.

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Topic: Identifying rhyming words/patterns

Materials: bucket & common items/toys

Time: 5- 7 minutes

1. Fill a bucket with common items. Suggestions; scissors, book, sock, key

2. Explain to the children that they will each have an opportunity to hold the basket and select an item

3. Give the bucket to student #1 and ask them to find an item that rhymes with "fizzers"

4. You can use nonsense words and real words for this activity

5. Be sure to have enough items in the bucket so that each student will have a chance to select a rhyming item

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Name: H. Bint-Habib

Materials: Picture cards; tape; markers; whiteboard or chart paper

Time: 10 to 15 minutes (extend or shorten based on students level of engagement)

1. Teacher will share with students that they will engage in a rhyming activity by performing an action from the white board and then selecting a rhyming word from three picture cards.

2. Teacher will review the action words already pre-written on the whiteboard: Jump; clap; slam; Sway, Chew (before introducing rhyming words--teacher will review each of these words in action to ensure students know how to perform the action).

3. Teacher will demonstrate game for first word: He/she will point to the board and say jump; he/she will jump, she will then flip over two to three provided cards each time saying: Jump, book, Jump, slide, Jump Dump--Jump and Dump have the same ending; they rhyme! He/she will place the picture card "Dump" beside the word Jump on the whiteboard before inviting up the first friend to play.

4. Student will select an action word to perform; after performing the action, the student will flip over two to three picture cards to determine which word has the same ending (or rhymes with the action).

4. Student will say the rhyming pair together before taping the rhyming word to the matching pair on the board.

5. Teacher will repeat until all children have had an opportunity to create a rhyming pair--activity can be modified for students to include their own action words and rhyming pairs.

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Rhyme Game in a Bag                             Time: 10 minutes                     What You Need:•	              A bag •	                      5 to 10 small objects•	      A table                         What You Do:             1.	First …find small objects that rhyme. Or use this list of common household objects with picture cards car	star             duck	truck                    doll	ball               frog	dog/log                  pen	       hen/ ten       snake   cake/rake/lake        bee	tree/three/key hat	cat/rat            bug	mug/rug       rock	lock                    socks  box/fox        sock	clock/rock/block    house mouse         man	can/fan           pig	twig                 2.	Once you've gotten your objects together, put half of them in your bag and the other half on the table. It's time to play! Invite your child to the game but before you play, take a look at what's on the table and make sure you and your child agree on the same name each of the objects. For example, decide that the hen is going to be called a hen and not a chicken, or that the rug is not going to be called a carpet.                     3.	It's picking time! Have your child close their eyes and reach into the bag to pull out an object. After pulling something out of the bag, encourage them to look for its rhyme on the table. Once they find a match, they should say the name of each of the objects aloud.      4.	Now it's your turn. You can add a little twist to the game by letting your child "help" you find your match. As you pretend to have difficulty finding a rhyme, say a few possibilities aloud, for example , "Hmm... l know house rhymes with zouse, but where isit?" The sillier you are, the more fun your child will have trying to help you figure out the correct match.       5.	After all the objects have been paired up, go back and take turns naming your rhyming pairs. You can even try making up your own song or chant: House/mouse , mouse/house, house and mouse rhyme .

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Rhyme Game in a Bag                             Time: 10 minutes                     What You Need:•	              A bag •	                      5 to 10 small objects•	      A table                         What You Do:             1.	First …find small objects that rhyme. Or use this list of common household objects with picture cards car	star             duck	truck                    doll	ball               frog	dog/log                  pen	       hen/ ten       snake   cake/rake/lake        bee	tree/three/key hat	cat/rat            bug	mug/rug       rock	lock                    socks  box/fox        sock	clock/rock/block    house mouse         man	can/fan           pig	twig                 2.	Once you've gotten your objects together, put half of them in your bag and the other half on the table. It's time to play! Invite your child to the game but before you play, take a look at what's on the table and make sure you and your child agree on the same name each of the objects. For example, decide that the hen is going to be called a hen and not a chicken, or that the rug is not going to be called a carpet.                     3.	It's picking time! Have your child close their eyes and reach into the bag to pull out an object. After pulling something out of the bag, encourage them to look for its rhyme on the table. Once they find a match, they should say the name of each of the objects aloud.      4.	Now it's your turn. You can add a little twist to the game by letting your child "help" you find your match. As you pretend to have difficulty finding a rhyme, say a few possibilities aloud, for example , "Hmm... l know house rhymes with zouse, but where isit?" The sillier you are, the more fun your child will have trying to help you figure out the correct match.       5.	After all the objects have been paired up, go back and take turns naming your rhyming pairs. You can even try making up your own song or chant: House/mouse , mouse/house, house and mouse rhyme .

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Bugs on a Rug               Time: 10 minutes        Learning Objectives          The students will be able to segment one-syllable words, reading individual sounds. The students will be able to sort words that do and don't belong in the same word family.                      Materials and preparation•	            Bug Word cards (Home made), cut out and placed around the room•	                 Bugs on a Rug presentation•	           Bug Pattern sheet, pre-cut (3 bugs per student)•	    Rug Pattern sheet, pre-cut (1 rug per student)•	          Word Family Story: -ug worksheet•	      Pencils•	                 Boxes of crayons     Introduction (5 minutes)•	                  Prior to the lesson, scatter several bug word cards on the floor around the room.•	                    As you begin the lesson, pretend you are surprised as you pick up a word bug off of the floor.•	                    Ask the students if anyone else sees a bug on the floor.•	                   Ask the students how the words are alike and how they are different.•	             Tell the students that they will be learning about words in the "-ug" family today.   Explicit Instruction/Teacher modeling •	                 Using the bug examples, model the process of segmenting the sounds of each of the "bug" words .•	Say each sound in isolation and then say the entire word.•	         Next, direct students to the Bugs on a Rug.•	                Show the students how the two "-ug" words.•	               Move the "-ug" bugs to the rug to show the students that the bugs are in the same word family.                Guided Practice•	         Invite students to sound out each of the words along with you.•	read the word sound by sound and to then read the entire word.•	            Ask the students if the bug should go on the rug. (If the word is in the -ug family, it goes together with the other -ug words on the rug.)•	Invite the students to participate by moving the bugs to the rug if they belong in the -ug family.•	   Have students create various words that fit in the "bug" family, using the bug and rug cutouts to create bugs that can fit on the word family rug.Related books and/or media•	                  GAME: Count Bugs on the Rug•	                        BOOK: Ug by Raymond Briggs•	                BOOK: I Like Bugs by Margaret Wise Brown•	BOOK: The Grouchy Ladybug by Eric Carle           Differentiation•	Support: For students having extensive difficulty, provide bugs with dotted letters that can be traced to form the words. Assessment (5 minutes)•	Ask students to give a thumbs up if the word is a part of the -ug family.    Review and closing•	End the lesson with a word family story using words from the "-ug" word family. 	Invite the students to participate in identifying words that correctly finish each sentence.•	       Extend and conclude the lesson by asking students to tell their own sentences with the words.

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Bugs on a Rug               Time: 10 minutes        Learning Objectives          The students will be able to segment one-syllable words, reading individual sounds. The students will be able to sort words that do and don't belong in the same word family.                      Materials and preparation•	            Bug Word cards (Home made), cut out and placed around the room•	                 Bugs on a Rug presentation•	           Bug Pattern sheet, pre-cut (3 bugs per student)•	    Rug Pattern sheet, pre-cut (1 rug per student)•	          Word Family Story: -ug worksheet•	      Pencils•	                 Boxes of crayons     Introduction (5 minutes)•	                  Prior to the lesson, scatter several bug word cards on the floor around the room.•	                    As you begin the lesson, pretend you are surprised as you pick up a word bug off of the floor.•	                    Ask the students if anyone else sees a bug on the floor.•	                   Ask the students how the words are alike and how they are different.•	             Tell the students that they will be learning about words in the "-ug" family today.   Explicit Instruction/Teacher modeling •	                 Using the bug examples, model the process of segmenting the sounds of each of the "bug" words .•	Say each sound in isolation and then say the entire word.•	         Next, direct students to the Bugs on a Rug.•	                Show the students how the two "-ug" words.•	               Move the "-ug" bugs to the rug to show the students that the bugs are in the same word family.                Guided Practice•	         Invite students to sound out each of the words along with you.•	read the word sound by sound and to then read the entire word.•	            Ask the students if the bug should go on the rug. (If the word is in the -ug family, it goes together with the other -ug words on the rug.)•	Invite the students to participate by moving the bugs to the rug if they belong in the -ug family.•	   Have students create various words that fit in the "bug" family, using the bug and rug cutouts to create bugs that can fit on the word family rug.Related books and/or media•	                  GAME: Count Bugs on the Rug•	                        BOOK: Ug by Raymond Briggs•	                BOOK: I Like Bugs by Margaret Wise Brown•	BOOK: The Grouchy Ladybug by Eric Carle           Differentiation•	Support: For students having extensive difficulty, provide bugs with dotted letters that can be traced to form the words. Assessment (5 minutes)•	Ask students to give a thumbs up if the word is a part of the -ug family.    Review and closing•	End the lesson with a word family story using words from the "-ug" word family. 	Invite the students to participate in identifying words that correctly finish each sentence.•	       Extend and conclude the lesson by asking students to tell their own sentences with the words.

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Letter of the week:          Time: 10 minutes                Example: My “A” Book    Materials:                    Staple several pieces of white construction paper together with a colored construction paper cover.              Children bring pictures from cut out magazine from home of those things which begin with the letter “A”, as well as actual upper and lowercase letters from ads or article titles.                            Activity:   Invite children to the table at a time.   "What  letter are we learning this week?"  Teacher and Children will say the letter and sound.  Children will review and recollect from previous day to ensure their understanding.                              The children will chose the pictures and letters they brought, and glue them onto their book pages.        Children then discuss about their pictures and letters they brought from home.                              To reinforce their learning: Later, arrange a time for the children to read their books to me and parents.

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Letter of the week:          Time: 10 minutes                Example: My “A” Book    Materials:                    Staple several pieces of white construction paper together with a colored construction paper cover.              Children bring pictures from cut out magazine from home of those things which begin with the letter “A”, as well as actual upper and lowercase letters from ads or article titles.                            Activity:   Invite children to the table at a time.   "What  letter are we learning this week?"  Teacher and Children will say the letter and sound.  Children will review and recollect from previous day to ensure their understanding.                              The children will chose the pictures and letters they brought, and glue them onto their book pages.        Children then discuss about their pictures and letters they brought from home.                              To reinforce their learning: Later, arrange a time for the children to read their books to me and parents.

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Word Tiles                   Time: 10 minutes                 Lesson Objective: Children will hear two spoken one-syllable words and combine them orally to make a new, two-syllable word with its own meaning.         Materials: Magnetic picture cards, objects                            Activity:                      Gather children.                 Introduce the magnetic pictures.                        This activity gives the child his/her first introduction to the idea that sometimes two words can be put together to make one new word.           A compound word is made up of two words that each have their own meaning (for example, rain + bow = rainbow).                       This activity is usually easy for a child because the compound word has a whole new meaning from the two words that are used to create it. For example, a rainbow is not the same thing as rain or a bow.                                  Doll                                                   house                                  =    dollhouse  (Picture is below)                                         Teach the children hand gestures to illustrate the combining of two words into one new word.                     Have children hold out their fists, several inches apart, to represent each one-syllable word as they repeat the words. Then have them move their two fists together and say the new compound word.   Teacher will repeat until all children had an opportunity to try the activity.        Children are encouraged to create new words to match interest.                           Doll     House  = Dollhouse                               

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Word Tiles                   Time: 10 minutes                 Lesson Objective: Children will hear two spoken one-syllable words and combine them orally to make a new, two-syllable word with its own meaning.         Materials: Magnetic picture cards, objects                            Activity:                      Gather children.                 Introduce the magnetic pictures.                        This activity gives the child his/her first introduction to the idea that sometimes two words can be put together to make one new word.           A compound word is made up of two words that each have their own meaning (for example, rain + bow = rainbow).                       This activity is usually easy for a child because the compound word has a whole new meaning from the two words that are used to create it. For example, a rainbow is not the same thing as rain or a bow.                                  Doll                                                   house                                  =    dollhouse  (Picture is below)                                         Teach the children hand gestures to illustrate the combining of two words into one new word.                     Have children hold out their fists, several inches apart, to represent each one-syllable word as they repeat the words. Then have them move their two fists together and say the new compound word.   Teacher will repeat until all children had an opportunity to try the activity.        Children are encouraged to create new words to match interest.                           Doll     House  = Dollhouse                               

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Michele Morgan
Topic: Identifying Rhyming Words
Materials: List of rhyming and non-rhyming pairs
Time: 5-10 Minutes
1. Review the meaning of rhyming words with students.  Give a few examples of pairs of words that rhyme.
2. Name two words for students.  Have them stand up if the pair rhymes and sit down if the pair does not rhyme.
3. After a few rounds, invite students to come up with their own pairs and give them a change to be the "Leader."
4. As an extension, have students give a rhyme for each word in the non-rhyming pairs to form a pair.