Use this lesson plan to introduce or review the concept of short vowel word families and rhyming words to your kindergarten ELs. Can be used as a stand alone or support lesson for the All in a Word Family lesson plan.
Objectives
Objectives
Academic
Students will be able to identify and spell short vowel words.
Language
Students will be able to identify and spell words with short vowels using written and visual supports.
Materials and preparation Key terms
Class set of the Welcome to Word Families: Ub TIER 2
Words worksheet (optional) Class set of the Wacky Word Families family: A group of people who love each other. worksheet Class set of the Words that Rhyme with Rake TIER 3 worksheet Teacher copy of the Teach Background consonant: Letters of the alphabet that are not Knowledge Template worksheet vowels. Teacher copy of the Write Student-Facing vowel: The five letters of the alphabet that have a Language Objectives Reference worksheet long and short sound. Teacher set of Vocabulary Cards Teacher set of the Glossary
Attachments
Welcome to Word Families: "Ub" Words (PDF)
Teach Background Knowledge Template (PDF) Write Student-Facing Language Objectives Reference (PDF) Glossary: Short Vowel Word Families (PDF) Vocabulary Cards: Short Vowel Word Families (PDF) Wacky Word Families (PDF)
Introduce the remaining vocabulary words of the lesson using the Vocabulary Cards and Glossary. Have students turn and talk to a partner to share a word that rhymes with "chin", or another familiar word. Display the new vocabulary words for students to reference.
Sentence (5 minutes)
Project or post the Words that Rhyme with Rake worksheet on the board. Ask students to look at the different pictures and see what they notice. Have students turn and talk to a partner to share what they notice about the pictures (e.g., they all end with the same sound). Invite several students to share aloud, providing the following sentence starter for support: "I notice that the words ____."
Discourse (10 minutes)
Pass out the Wacky Word Families worksheet and have students complete them independently.
Additional EL adaptations
Beginning
Practice identifying additional words that share the same ending using images or drawings on the board in a small group. Have students fill in the beginning sound of -in written on index cards to practice spelling and identifying words from the -in family.
Advanced
Have students practice reading and writing words from the -ub family using the Welcome to Word Families: Ub Words worksheet.
Formative Assessment of Academic Language (5 minutes)
Informally assess student understanding during the group activities. Notice if students are able to identify words that end in the same sound and are able to spell new words containing the same ending. Collect student work samples to formally assess if students are able to accurately sort and spell words containing the same word family.
Review and closing (5 minutes)
Close the classroom by having students share words with a partner that end in the same sound as "set." Review the new vocabulary words and answer any additional student questions.
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Student-Facing Language Objective: Example: I can learn new vocabulary using pictures and sentence frames.
Student ELP Level(s):
Consider each student’s ELP level and their academic strengths when choosing scaffolds for the lesson.
Groupings (pairs, small-groups, a teacher-led group)
Potential Scaffolds: Word banks, word wall, and bilingual glossaries Choose some of these material supports Sentence frames, sentence stems, and paragraph frames and instructional scaffolds based on each EL’s individual strengths and needs. Home language materials Reduced linguistic load, repetition, rephrasing and modeling Practice new academic skills with familiar topics
Materials & Resources List
List the materials you’ll use in the lesson.
Key Vocabulary Words (5-8 words)
List the words with student-friendly definitions in English. Provide definitions in student’s home language when appropriate.
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Potential activities: Creating captions for images Opinionnaires Carousel brainstorming Conversations with sentence starters Time estimate for Introduction (3 - 5 minutes)
Explicit Instruction of Background Knowledge Model a learning activity that embeds the teaching of academic language and background knowledge.
Potential activities: Lunch brunch discussion Teacher-created, adjusted text and questions Brief videos or visuals Text-based instruction Home-language connections Pre-teach a small number of vocabulary words Show real-world objects Complete word family or bilingual glossaries Word walls or word bank creation
Time Estimate for Explicit Instruction
(4 - 6 minutes)
Guided Practice Provide an opportunity for students (in pairs or small groups) to practice the skill or information taught during Explicit Instruction, offering appropriate scaffolds as needed.
Potential assessments: Act out concepts Hands on tasks Drawings, models, or graphs Graphic organizer completion Captions of images Reading response or content area logs Retellings Role plays Audio or video recordings Oral interviews
Time estimate for Assessment
(5 - 7 minutes)
Review and Closing
Refer to the student objective and relate information to future lessons. Allow students to share thoughts about whether they reached their objective and/or mention lingering questions. Provide sentence stems or frames for their discussion.
Time estimate for Review and Closing
(3 - 5 minutes)
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