Brewer, Year One
DiPietro/Cooks – Meagan Cascone
Learning Objective/Exit Outcomes:
- Students will be able to identify the word family a word belongs in.
- Students will be able to recognize the “ot, at, and it” word families.
- Students will be able to come up with words that fit in each word family.
- Students will use their bodies to creatively identify words in a word family.
- Students will work on participating as an audience member while other students are performing during the arts strategy.
- Students will work in small groups to successfully create an image of a word.
ELAGSEKRF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
- Recognize and produce rhyming words.
ELAGSEKRF3 Know and apply grade-level phonics and word analysis skills in decoding words.
- Demonstrate basic knowledge of one to one letter-sound correspondences for each consonant.
- Demonstrate basic knowledge of long and short sounds for the given major vowels.
- Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
TAK.CR.1 Organize, design, and refine theatrical works.
- Use imagination to create, revise, and/or add to ideas.
- Demonstrate skills of the mind (e.g. imagination, focus, concentration).
- Follow directions for and contribute in planning theatre experiences.
- Listen to others with respect and courtesy in an ensemble.
TAK.RE.1 Engage actively and appropriately as an audience member.
- Participate as audience.
- Identify the basic elements of theatre etiquette.
The students sat in a circle on the carpet for this activity.
The teacher explained to the students that they would be using the word family “at” to begin with. When the teacher said, “Bippity, Bippity…” and pointed at a student, their response would be a word that ended in “at.” For example, cat, rat, sat, mat, etc. The teacher did this several times, until the students got the hang of it.
The teacher then chose 3 students and helped them create a visual representation with their bodies of one of the “at” words. For example, if they chose the word rat, the person in the middle might make rat teeth, while the people on either side might use their hands to make ears on the person in the middle. She explained to the students that they need to remember this picture because if she comes around and says “rat” when she points at them, that this is the picture they must create. The teacher then pulled up three different kids and created a different picture with different motions for each.
They now had a couple of choices for their responses. If the teacher said, “Bippity, Bippity” the response would be any word that ends in “at.” If the teacher said rat or cat or bat or one of the words they created a visual representation for the three students pointed at would have to create the visual representation.
They then had created the basis for the game. From there, they could move onto doing the same thing for another word family.
For this age group, it might take a little bit more reminding or helping, but they really responded well to this game. As the students became more familiar with the rules, you could increase the speed or challenge them to create their own visual representation without the aid of the teacher.