Word+Families

· Have the student that is in need of assistance work with a trustworthy student that will help them work through the assessment and not just do it for them. · If there are enough adults in the room have an adult sit with the student and help them through the assessment. ||
 * **Grade Level:** Kindergarten || **Time Required:** 45-60 minutes ||
 * **Materials:**
 * //If You Give a Moose a Muffin// by Laura Joffe Numeroff Illustrated by Felicia Bond
 * Moose antlers
 * Ziplocs containing:
 * Moose cutouts with word families written on them
 * Muffins with words written on them that correspond with the moose cut outs
 * Worksheets
 * Pencils
 * Crayons ||
 * **Objectives:**
 * Students will start/continue sharing during school hours, as well as the inclusion of playing with students that may be different than one another. Whether their hair color, skin color, or academic skills are different than each other, they should be treated all the same.
 * Students should be able to predict what might come next in the story based from the GLCE’s for Kindergarten.
 * **R.CM.00.03:** begin to make connections across texts by making meaningful predictions based on illustrations or portions of texts.
 * Students should be able to:
 * **R.WS.00.05:** automatically recognize a small number (about 18) of frequently encountered, personally meaningful words in print.
 * **R.WS.00.08:** narrow possibilities in predicting words using initial letters/sounds (phonics), patters of language (syntactic), and picture clues (semantic).
 * Students should also be able to:
 * Identify word families and words that are associated with each family. ||
 * **Anticipatory Set:**
 * Questions that I will ask the students before reading the book to them:
 * “Have you ever fed an animal a snack?” Did the animal want something to go with that snack, like a glass of milk?”
 * “Have you ever gone to the store with an animal, and took it inside?”
 * “Has anyone ever seen a moose in real life? What do they look like?”
 * “For this story I am going to wear a pair of antlers so that I can look like moose in this story.”
 * Transition Statement:
 * Lets read “If You Give a Moose a Muffin” and see what happens when a little boy shares a muffin with a moose. ||
 * **Input/Modeling:**
 * While reading the book I will ask students questions;
 * Page 1: I will ask the students “If you give a moose a muffin, what do you think happens next?” Have them discuss it with the person sitting next to them, when they have an idea have them give me thumbs up, to show that they are ready. Then allow two people to share.
 * Page 10: “What do you think he needs old socks for?”
 * Page 17: “What is the sheet going to remind him of?” Prompt them with “maybe something dealing with Halloween?”
 * Page 27: “What do you think he will want with his jam?”
 * After reading the book, I’ll ask:
 * “Did you like the book? What was your favorite part?”
 * “What did moose want with his muffin? Can anyone remember what he wanted next?”
 * Moose wanted jam with his muffin; after that he wanted another muffin and another until they were all gone than he wanted to make more.
 * “Did the little boy and moose ever end up going to the store? Why not?”
 * No, they didn’t end up going to the store. The reason would be that moose felt how cold it was outside and he asked for a sweater. Then he noticed that there was a loose button on the sweater and asked for something to sew it with. Then he got totally distracted and they never ended up going. ||
 * **Check for Understanding:**
 * “What are you going to do with the muffins and the people at your group?”
 * Going to work with word families and divide the muffins up with the correct moose (word family)
 * “How can you tell if the muffins are with the correct word family?
 * The colored dot on the back of the muffin will be the same color as the moose’s hoofs
 * “What do you do once you have put all the correct words in the correct word family piles?”
 * You record the words on the worksheet
 * What do you do when you have side one complete on the worksheet?
 * Turn over to side two and complete as much as you can ||
 * **Guided Practice/Modeling:**
 * 1) Show the students the moose cut out with the___word family on it. Then show them the muffin cut outs.
 * 2) Then read the words on the muffins, since the students probably won’t be able to see.
 * 3) Have the students help from where they are seated to place each word (muffin) on the moose that is correct.
 * 4) Then show them how to check to see if they are all the right words for that family. Using the colored dots matching up with the moose hoofs.
 * 5) Once the words are checked and in the right family, model writing it down on the worksheet.
 * 6) Tell the students what to do once they are finished with side one.
 * 7) If students have questions make sure to answer at this time. Also, ask them the questions under the “Check for Understanding” portion of the lesson plan. ||
 * **Assessment:**
 * The students will work on their word families. They will be divided into their table groups, and have placed on the table three different moose’s with different word families on them. They will then have nine different words on the table that are printed on muffins. The students will work together as a group and divide the words up with the appropriate word families. For example, say there is the word family –ab, and there is the word cab. I would put cab on the moose that has –ab written on it. Once the students have completed dividing up the words. They can check to make sure that the words are with the correct family by the color of hoofs that the moose is wearing and the color of dot on the back of the muffin. Once they have gotten them all checked for the correct word families, they will proceed to write down the words on the worksheet below the appropriate moose. If they finish before the other groups, on the back of the sheet they are working on there will be a picture that they have to color in dealing with word families as well. For example, all of the words that belong in the –ab family color blue, all the words that belong in the –ag family color brown. For the finished product to be a brown moose. ||
 * **Adaptations for Diverse and/or Special Needs:**
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