Grade: 2nd grade, CTT
Subject: Word Study
Word Families
This lesson will work toward developing -ap, -ay, and -aw word family words

Expected Outcome Of This Lesson Plan-
Students will learn how to read and spell words from the AP, -ay, and -aw word families.
Teacher Objectives-
Students will:
1. Identify words from the AP, -ay, and -aw word families
2. Create words from the AP, -ay, and -aw word families using magnetic letters
3. Sort words from the AP, -ay, and -aw word families
- "Today At The Park..." word study poem, written on chart paper
- magnetic letters
- AP/-ay/-aw rime cards
- scissors
- student notebooks
- pencils

"Today At The Park..."
We saw a swan flap her wings and heard a crow caw.
We had a picnic, played on the swings, and went on the seesaw.
We took a nap under a tree, but then we had to go.
I wanted to stay, but it's okay.
We'll be back again, I know!
Teaching Methods-

1. Lesson Introduction-

1. Call the class to the meeting area by tables. Have students bring their Word Study notebooks and a pencil with them. They should sit on their notebooks until needed.
2. Introduce the poem, "Today At The Park...", to the class. Read the poem and ask the students what they notice about the underlined parts. Elicit that the words fit into 3 different word families: AP, -ay, and -aw. Explain that AP has the short a sound, -ay has the long a sound, and -aw is a special case.

2. Lesson Progression-

1. Make a chart on the board with 3 columns labeled AP / -ay / -aw
2. Call on volunteers to help sort the underlined words from the poem into these 3 columns.
3. Instruct the class to now open their notebooks, write the date, make 3 columns and label them accordingly, and to fill in the words already created.
4. Explain the activity: Students will go back to their seats where they will receive a handout that they need to cut out the rime cards from. Model how to do this at the meeting area. They will then use their magnetic letters and the rime cards to create new words on their desk that they need to sort into the correct column after confirming it is a real word. Remind students that they need to create real words - Have I ever used this word before? What does it mean?

3. Guided Practice-

1. A small ground of students that need remedial help will remain on the carpet. They will work with a teacher and will only receive the AP card to work with.

4. Student Practice-

1. When students are sent back to their desks, table monitors will distribute magnetic letters to each student and they will work independently to fill in the 3 columns in their book with words from these 3 word families.

5. Learner Accommodations-

- This lesson differentiates in a few ways. Different learning styles are used: students will use magnetic letters to visually and kinesthetically create new words. By sounding out and saying these words aloud, students will be able to hear the different parts of the words (onset & rime).
- The lesson is also differentiate by student needs. A few students in the class still have trouble with phonemic awareness. Having them create an abundance of words would be unfair. These students are presented with an activity tailored to them.

6. Assessment-

- The teacher(s) will circulate during independent work and will see how the students are doing by skimming their word lists and conferencing with them.

7. Lesson Closure-

1. The students will meet back at the meeting area to share the words they came up with.
2. The teacher will add to the lists already on the board to give a visual representation of each word that is brought up during the share.
Measuring Student Progress-
Students will complete homework assignment on word families.

This Lesson Plan is available at (