FRANKLIN COLLEGE

Education Department
Field School Lesson Plan
Name: Bret Roberts

Lesson Number: 2

Subject Area: Language Arts

Grade Level: First Grade

Date: April 13, 2015

End time: 9:30 a.m.

Start time: 9:00 a.m.

Cooperating Teachers Signature_________________________________________________

Topic/Concept/Skill:
Phonics, word families
Related Standard:
1.RF.4.5 - Read words in common word families (e.g., -at, -ate).
Background:
Students will use prior knowledge about word families.

Main Objective of Instruction:

In order to read words in common word families, TSWBAT, recognize (knowledge) each word
and decide (evaluation) which word family it belongs in, in order to correctly create (synthesis)
their own Word Family Garden within the time period of thirty minutes.
Language Objective:
Students will categorize words according to the word family it belongs in.

Teacher Materials/Resources:

Document Viewer Camera

Completed Word Family Garden
White Board in front of classroom
White Board at the back of the room
Pointer
Word list for both ENL learners and IEP students
Extra flowers
Flowers with less pedals for IEP students
Magnetic clip for the board
Homework worksheet (if needed)

Four corner vocabulary charts

Scrambled word list

Student Materials:

One piece of white construction paper

Three flowers cut out of construction paper (they should be different colors)
Three circle made out of construction paper (one for the center of each flower)
A writing utensils (preferably a pencil in case they make a mistake)
A glue stick or liquid glue
A green crayon, marker or colored pencil
A list of words that I will provide for them

Anticipatory Set (Introductory Approach):

I will have my completed Word Family Garden hung on the white board for them to see. At
around 9:00 when the lesson will start, the students should be coming back into the classroom
after their morning restroom break. They will all have to walk past the board on the way to their
desks. While they are taking their restroom break I will also pass out the materials needed and
lay them on each students desk. When they walk into the room they will also notice the
materials on the desks.
Instructional Procedures (Whole Group):
1. While the students are taking their morning restroom break I will use a magnet to put my
Word Family Garden on the white board in front of the classroom. Then I will distribute
the materials to each students desk. Each student will get one piece of white construction
paper, three different colored flowers that I have already cut out for them and three
circles to place in the middle of their flowers. This should get the students attention when
they return to the classroom. (5 min.)
2. When the students get into the room I will stand in front of the classroom and say, Please
take a seat at your desk and do not touch anything that is on it until I tell you to do so.
Once they are seated, I will then model enthusiasm when I say, Today we are going to
learn about different word families. Word families are groups of words that share similar
spelling patterns. For example, the words hot, pot and cot, are all part of the OT family.
The words cat, sat and pat, are part of the AT family. Then I will explain to them why it is
important that they know word families and are able to recognize the words in them. I will
say, Knowing word families helps with rhyming, spelling and reading. (5 min.)
3. I will then remove my Word Family Garden from the white board, walk over to the desk,
turn on the Document Viewer Camera and place my picture underneath it. Displaying my
finished product for the class to see incorporates the visual/spatial multiple intelligence
into my lesson. I will then say to the class, You guys will each get to create (synthesis)
your own Word Family Garden from the materials I have placed on your desks. (1 min.)
4. I will then explain the steps to them and communicate clear expectations while doing
so. I will say, First you will find your three flowers. You will glue each of the three flowers
onto the white piece of construction paper. I will then use wait time as I wait for them to
complete this step. (5 min.)

5. Next I will say, Now that you have glued your three flowers to the paper, you will find
your three circles and glue one circle to the center of each flower. I will then use wait
time again as I wait for them to finish this step before moving on. (5 min.)
6. Once they have put together their flowers using the bodily/kinesthetic multiple
intelligence (hands on work) I will ask them to stop what they are doing and look up at the
board. I will then walk up to the board. On the board I will write UG, -AT, and OP. I will
then say, These are the three word families we will be focusing on today. You will write
UG in the middle circle of one flower, -AT in the circle of another flower, and OP in the
circle of your last flower. Go ahead and do this. I will then walk around the room and
assist them as needed while they complete this step. (5 min.)
7. When this step is completed I will walk over to the Document Viewer Camera and place
the scrambled word list underneath it so that the whole class can see. I will say, Now you
are going to look at these words on the paper I provided for you at your desk and decide
(evaluation) which family each word belongs in. You will then write the words on the
flower pedals. I will also tell them to use a pencil to do this just in case they make a
mistake. I will walk around the room and assist students as needed. (10 min.)
8. When I notice that a few students are starting to finish up I will tell them that they can use
a green crayon or marker to draw stems for their flowers. I will tell them to bring their
completed paper up to my desk for me to check when they get done. If their paper is
completed correctly I will then allow them to add more to it by drawing on the picture or
coloring it for the remaining time. (5 min.)
9. Once everyone is completely finished I will let them go out into the hallway and tape their
Word Family Garden onto the wall for everyone to see. (5 min.)
Provisions for Individual and/or Group Differences:
ENL Learner:
Language Objective: Students will identify words and place them into the correct word
family.
I will give the ENL learner a different word list. On the word list I give them the words will not be
scrambled. I will also bold and underline the two letters of the word family it belongs in. This way
the student should be able to recognize which word family each individual word belongs to.
IEP Student:
I will give the IEP student three flowers that only have three different petals and they will also
receive a word list that has fewer words. The words on this list will not be scrambled.
Particular Needs:

Diagnosed with ADHD (attention deficit hyperactivity disorder) and DBD (disruptive
behavior disorder)
Can identify sight words
Knows all letters and sounds
Does not understand emotions (shows little to no remorse after hurting others or when
they are corrected for a wrong doing, flat affect)

How I plan to accommodate:

This particular student has a hard time staying on task. They often look off of other students
work and very rarely get their own work finished. To accommodate I will give this student the
shortened word list like I mentioned above and I will also work with this student one on one. If a
student finishes their Word Family Garden before everyone else, I will have this student take

my place and let them help this IEP student get their work done. If this student is still not able to
finish in the thirty minute allotted time period they will be able to work on it some more during
Fit Time.

Closure:
To review and summarize the main points of the lesson I will have the students go sit in the circle
at the back of the room after they have hung up their Word Family Garden on the wall outside
of the classroom. Once everyone is at the back of the room on the rug I will then begin to review
the concept. To do this I will use my pointer and point to the words on the smaller white board I
have placed at the back of the room. I will have previously written the words that we used for the
activity on the board. These words are: lug, rug, tug, bug, mug, rat, that, cat, bat, fat, stop, hop,
flop, pop, and top. The words will be grouped by each word family. I will point to the words one at
a time and we will do and I say, you say activity. When I point to the word I will first say it, then
the students will repeat after me. I will do this with all fifteen words. This will cover the state
standard of being able to read words in common word families. I will be sure to pay close
attention to ENL learners and IEP students during this time to see if they are actively
participating or if they look completely lost.
Evaluation of Learning:
I will evaluate the students learning when I check each Word Family Garden before I hang it up
on the wall outside my classroom. I will be able to quickly look and see if the students have
understood the lesson if they have all the words in the right places or not. I will also be able to
evaluate the learning of the students when we are doing the review activity at the back of the
room. If they are not able to read the words when I point to them I will know that they need more
practice. If they are able to read the words when I point to them, I will know that they learned
how to read words in common word families and my lesson was successful.
Remediation:
If multiple students do not successfully place the words on their Word Family Garden I will send
home a worksheet for homework that covers this concept. I will only do this if I can tell that the
majority of the students need some extra practice. If only a few students struggled with their
Word Family Garden I will keep them with me during Fit Time and we can work on it together so
that they are able to hang their picture up on the wall for everyone to see. If a student is really
struggling I might give them the same word list that I gave to the ENL learners or the IEP
student. If one of the ENL learners or IEP students is still struggling even after the
accommodations that were made for them, I will pull them our during Fit Time as well to do some
more individualized work with the concept.
Extension:
If there is a student or multiple students that finish their Word Family Garden quickly and with
no trouble at all, I will give them another flower to add to it. I will be sure to cut extra flowers out
incase this happens. If this project is too easy for a student I will hand them a flower with a more
challenging word family on it and I will also not give them a word list to use. They will have to
come up with the words on their own to write on the petals.
Homework:
As I explained above, homework will only be given if the majority of the class did not successfully
grasp the concept in class. If this is the case I will have a worksheet made up where they can

practice categorizing words into different word families. I believe the worksheet I have made up
for homework is simple enough that it does not need to be modified for ENL learners or for an IEP
student.
Independent Practice:

Students will pracitce the concept of reading words in common word families during Fit
Time when they begin reading their new book for the week. They should be able to
recognize words from common word families in the story that they are reading. They will
also be able to practice this concept during centers when they are at the independent
reading center.