It's All In The Family
Rationale: One of the basic patterns in our language is the phonogram. The phonogram is a closed syllable, which begins with a vowel and produces a single speech sound. Rhyming words are a good way to introduce students to phonograms or word families. This lesson will help students identify and recognize common phonograms through word families.
Materials: Primary paper and pencils, Dr. Seuss books, Green Eggs and Ham and Hop on Pop- Random House Publishing. Mother Goose Nursery Rhymes, 2 large pieces of chart paper or butcher paper, easel, black magic marker, worksheet with simple rhyming words randomly placed on page ö 1 for each student.
1. Introduce the lesson by saying we are reviewing words that rhyme. Today we are reviewing words that rhyme. Listen as I give examples of words that rhyme. Pop-hop, bat-cat, etc. Can you share any other words that rhyme? For Example, can you think of any words that rhyme with op? Yes, very good! Pop and hop both rhyme with op. I am going to share with you two of my favorite Dr. Seuss books. After I read each book, I will ask you to tell me the rhyming words you hear in the book. Iâll write the words on the chart paper. Listen carefully.
2. Read aloud the books Green Eggs and Ham and Hop on Pop by Dr. Seuss.
3. Students will take turns sharing the rhyming words heard in each story as the teacher writes the words on a large sheet of chart paper. Now letâs check our work to make sure all of our words rhyme. Great- ham and sam do rhyme! Check the rest of the words.
4. Ask the students to look for similarities/differences in the words on the chart. The teacher will define a phonogram. Phonograms are families of words that share the same rime. The definition of phonogram will be placed on the wall/easel in the classroom. The teacher will identify and circle the letter patterns or phonograms that are the same in the words on the chart paper. Letâs look at the words and find sounds or letter patterns that are the same. As we group the words that show the same patterns together, we will make word families. These families are not exactly the same but they have a letter pattern or sound that is the same.
5. On another piece of chart paper, the students and teacher will work together to classify the words into word families. Letâs look at our different families. Can anyone think of other words to add to the families?
6. Read several nursery rhymes. Each child will be given a booklet full of nursery rhymes. Some of the nursery rhymes included are ãHumpty Dumptyä, and ãMary Had a Little Lamb.ä
7. For their assessment, the students will be given a worksheet with rhyming words randomly typed on the paper. I want you to look at each word on the worksheet and identify the phonogram in each word. Using your pencil, circle the phonogram in each word. On your other sheet of paper, place the words in word families. You can add other words to your list. Every word on the worksheet should belong to some family.
References: Adams, Marilyn. Beginning to Read.
University of Illinois,1990. pg.84-85
Dechant, Emerald. Improving the Teaching of Reading. Prentice Hall, 1982.
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