Beacon Lesson Plan Library

ABC Rhyme Time

Christine Davis
Bay District Schools

Description

After producing a word family list, students will put the list in ABC order.

Objectives

The student uses beginning letters (onsets) and patterns (rhymes) as visual cues for decoding.

The student alphabetizes words according to the initial letter.

Materials

-2 Different colored markers (whiteboard or vis-ΰ-vis)
-Whiteboard or overhead projector
-Posted alphabet
-25 pieces of 1st grade paper
-25 pencils

Preparations

1. Get necessary materials ready. (see materials list)
2. Read and become familiar with the lesson plans.
3. Post an alphabet near the front of the room if necessary.

Procedures

Day 1
1. Ask students what a family is. Elicit from the students that members of a family are related. They share something in common (same mom, same dad).

2. Write fat, cat, and pan on the board. Tell the class that 2 of these words are related. They belong to the same word family. Ask the class which words they think belong to the “-at” word family. Take answers from several students.

3. Underline the “at” in cat and fat. Explain to the students that cat and fat belong to the “-at” word family. They rhyme. They end with the same sound.

4. Write the following words on the board: bet, bag, pet. Ask the students which words belong to the “-et” word family. Provide praise (Good thinking. Pet and bet both end with “et”. They end with the same sound.) or corrective feedback ( No. Look carefully. Bag and Bet both begin with “b”, but do they rhyme? Do they end with the same sound?) as needed.

5. Underline the “-et” in pet and bet. Emphasize that they both end in “-et.- They rhyme.

6. Repeat steps 4 and 5 for the following lists of words:
bag, rag, bug – “-ag” family
pig, leg, wig – “ –ig” family
top, pot, not – “-ot” family
cat, cut, nut – “-ut” family

7. Review with the students that the members of a family are related. They have something in
common. Members of a word family rhyme. They end with the same letters, like fat and cat.

Day 2
1. Ask students if they can remember what a word family is. Take several responses. Say, “I’m glad that you remembered that a word family is made up of words that end with the same letters. They rhyme.”

2. Write the word “at” on the board. Tell the students that you want to write down the members of the “-at” family. Ask the students if they know any members of the “-at” family. Provide praise(That’s right. Rat ends with “-at” . It belongs to the “-at” family.) or corrective feedback ( No, cot does not belong to the “-at” family. It ends in “-ot” and the at family ends in “-at”.) as needed.
3. Continue to write words that belong to the “-at” family on the board until there are about 8 words listed. Write the first letter(s) in one color and write “-at” in a different color. This helps those visual learners see that the ending is the same. (at, bat, cat, fat, hat, mat, Nat, pat, rat, sat, vat, flat, chat, that)

4. Praise the students for their list of words. Explain to the students that you want to list the words in alphabetical order. Tell them that ABC order is listing the words by their first letters in the order of the alphabet. Any word that starts with a would be first, then b, then c, etc. Ask the students if any of the words on the board begin with a. If they thought of at, praise them and write it on the board. Cross out at from the word list. If they do not come up with at, point to at and explain to them that since at starts with the letter a and a is the first letter of the alphabet, it would come first in ABC order. Write at on the board and cross it off the list.

5. Ask students what word would come next in ABC order. Since the lists will vary, get students to come up with whatever word from those listed on the board would come next in ABC order. Make sure to praise the class for correct responses (Good. You knew that bat comes next in ABC order because it starts with the letter -b- and -b- is the next letter of the alphabet.) or corrective feedback (No, sat is not the next word in ABC order. It starts with the letter -s- and -s- is near the end of the alphabet. Let’s see if we can find a word that starts with -b-.) When the students get the next word in ABC order, write the word down and cross it off the list.

6. Repeat step 5 until all the words in the list are in ABC order.

7. When all the words are written in ABC order, explain to the class that they will sing the alphabet to make sure that the list is in ABC order. As they sing, point to each word as they sing that letter (example: point to at for a, rat for r, etc.).

8. After the song is over, explain that it was easy to point to each word because one only needed to go straight down the list. To emphasize this point, sing the alphabet again and point to the original list. Explain to the students that it was harder to point to the words on that list because they were not in ABC order.

9. Tell the class that tomorrow they will do some more ABC Rhyme Time. Say, “ We will pick another word family and list all its members. Remember that they will all rhyme. They will end with the same sound. We will then write our family list in ABC order or how their first letters would appear in the alphabet.”

DAY 3
1. Ask the class if they remember what is special about a family. Take several responses. Say, “I’m glad that you knew that members of a family are related.”

2. Ask the class what is special about a word family. Give corrective feedback (No, word families do not start with the same letter.) or praise (Yes, word families rhyme. They all end with the same sound.)

3. Write a word family on the board (“-it”, “-en”, “-ell”, “-og”, etc.). Ask students for members of that word family. Write down their responses until there are about 5 – 8 words. Provide praise and corrective feedback as needed.

4. Tell the students that the list needs to be put in ABC order. Ask them if they remember what ABC order is. Take several responses. Tell the class that words that are in alphabetical order are in the order that the letters appear in the alphabet.

5. Ask the students what word would be first in ABC order. Call on a student for an answer. If the response is correct, write it on the board and cross out the word on the list. Tell the class that word comes first in ABC order because the letter it starts is the closest to the beginning of the alphabet. Make sure to point out that not all word lists will start with a word that begins with a. If the response is incorrect, tell the class that the word does not come first because the letter that it begins with does not come first in ABC order. There is another word whose first letter is closer to the beginning of the alphabet. Have the class look at the posted alphabet and ask them if any words begin with a, b, c, etc. Write down the word that is first in ABC order and cross it off the list.

6. Repeat step 5 until all the words have been written in ABC order.

7. Sing the ABC’s and point to the words in the list as the class sings that letter. Say to the class, “I know that this list is in ABC order because I was able to go straight down the list when you sang the alphabet. If it was not in ABC order, I would have jumped all over the list.”

8. Repeat steps 3 – 7 with another word family.

9. Review with the class that word families are special because they all rhyme. Words in ABC order are in the order of the letters of the alphabet. A word that starts with -b- would come before a word that starts with -t- because -b- comes before -t- in the alphabet. Tell the class that they will get to play this again tomorrow.

DAY 4 – DAY 6
Repeat Day 3’s lesson plan for as many days as needed until the class understands word families and ABC order. It may be necessary to re-teach word families or ABC order. Some classes may only need 4 days of this lesson and some may actually need more than 6 days.


DAY 7
1. Tell the class that they have done a great job with ABC Rhyme Time. Let them know that today they are going to write down the game on paper.

2. Pass out 1 piece of 1st grade paper to each child. Have the students get out their pencils or pass out one to them if needed.

3. Ask the class to fold the paper in half so that the paper opens up on the left side. Have them number their papers from 1 – 5. This may need to be modeled to the class.

4. Write a word family on the board that the students are familiar with. Tell the class that they are to come up with 5 words that belong to that word family. Have them write the words on the paper. Give everybody time to complete this task.

5. After everybody has finished this, ask them to open the paper up so that the words they wrote are facing them. Have the class number the other side of the paper from 1 – 5. It is helpful to point out that they need to put their numbers on the right side of the crease.

6. Tell the class that they are going to put their word lists in ABC order. Instruct them to look at the word list and write the word that comes first in ABC order beside the number 1 on the right side of the paper. Have them cross off this word from the left side with ONE LINE. Stress that the word they cross off still needs to be read, so only use 1 line. Tell the class to continue putting their list in ABC order until they have used all their words.

7. When the students have completed this task, collect the papers and tell the class that they will get to play ABC Rhyme Time again on the board or at centers.

Assessments

Formatively assess the students during days 1 – 6. Provide praise and corrective feedback as necessary. Summatively assess the students on day 7 with the students' written word families and ABC order. There are 10 items on this assessment.

Students need to get at least 4 of these correct to get an S, 3 correct to get an N, 2 or less correct to get a U.

Students need to get at least 4 of these correct to get an S, 3 correct to get an N, 2 or less correct to get a U.

Extensions

1. This lesson can be adapted for use as a center. Fold a piece of paper in half. On the left side, write a word family and number 1 – 5. On the right side write ABC order and number 1-5. The student can now come up with the words and put them into ABC order on his own.
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