Outline for a Daily Lesson Plan

Rhyming Word Families

Date: Friday, October 24
Objective(s) for todays lesson: Students will be able to identify the letter sound of /t/ /a/ and /m/ and
make connections to words starting with or containing the same sounds.
Rationale: This is an important skill because it helps students begin to use the strategy of written letter
combinations that make certain sounds when decoding unfamiliar words. I work to make this relevant by
introducing the idea of using word family endings to decode unfamiliar words.
Materials & supplies needed: Pocket Chart _am and _at words and category indicators
Procedures and approximate time allocated for each event
Introduction to the lesson (1 minute)
Begin by defining word family as words that rhyme. When words
rhyme they have the same ending sounds. The two families we are
going to sort out are the am family and the at family. One our
pocket chart we have am and at. The first word I have is cat.
Does cat end like am or at? It sounds like at, so I will put it below
the at.
OUTLINE of key events during the lesson (8 minutes)
I will read a word card and ask which word family they belong to/
which they rhyme with (-am or at). Once students identify which
family it belongs in I will have a student place the word in the correct
family. After a few words together, then ask individual students to sort
each word and place it in the pocket chart.

Academic, Social and/or

Linguistic Support during
each event
Redefining rhyming for those
who do not know it well. Give
example so they can hear the
sound pattern.

Every child gets a turn. We work

together to start with to sort and
sound so students who are still
working on rhyming have
practice. (I do, we do, you do)

Closing summary for the lesson (3 minutes)

We will read all the words in each family as a group. If there is
extra time we will create more words to add to the family.
Transition to next learning activity: we will rotate centers
when the bells ring.
Assessment
I will take anecdotes of how students are sorting the rhyming words
and if any are able to read them independently.

Academic, Social, and/or

Linguistic Support during
assessment

Initial Sound Bingo

Date: Monday, October 27
Objective(s) for todays lesson: After hearing the sounds of /t/ /a/ or /m/ students will be able to identify
a written letter match.
Rationale: Some students are familiar with this game already or may know a grandparent who plays
bingo regularly. This will connect the activity to their lives. The connections are important for reading and
writing words which we are working toward. An extension will include asking for words that start with the
sound we are covering to help make the connection to reading and writing for students.
Materials & supplies needed: Initial Sound Bingo Cards, Counters to cover letters, letter cards to draw
Procedures and approximate time allocated for each event
Introduction to the lesson (1 minute)
Each student will have one board and 8 counters at their table spot.
Today we are going to play Bingo! If you have played Bingo before
put your finger on your ear. In this game of Bingo we have letters on
our card that match sounds. I will make a sound and if you have a
letter on your board that makes that sound you cover it with one chip.
How many chips? [one] You say bingo when all 8 of your letters are
covered. When one person gets a bingo we will all clear our boards
and start again. There are no winners or losers in Bingo. If I say the
sound /m/ what letter should you cover? [m]. If you have an M on your
board you would cover it with a chip. If I say the sound /l/ which letter
would you cover? [L]. If you had an L on your board you would cover
it.
OUTLINE of key events during the lesson (10 minutes)
The teacher will draw a card and say cover the letter that makes the
sound __. Ask students what letter makes that sound? Have the
group share what letter should be covered and practice the sound
together. Once a student gets a bingo students clear their boards and
start again.

Academic, Social and/or

Linguistic Support during
each event

Pre-counted chips at each spot

so students do not have to count
them out.

We will say the letter together

after the sound is made in case
students have a misconception
or dont know.

Closing summary for the lesson (1 minute)

Which letter makes a /t/ sound? Which one makes a /m/ sound?
Which one makes an /a/ sound?
Transition to next learning activity: we will rotate centers
when the bells ring
Assessment
I will take note of any students who misidentify or are unsure of a
letter-sound connection.

Academic, Social, and/or

Linguistic Support during
assessment