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Word families accuracy

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Activity Type: Build Accuracy
Activity Form: Standard
Grade: 1
Group Size: Small Group, Whole Class
Length: 6 minutes
Materials: Print word cards here
Goal: Given a written word with the same rime as a known word, the student can say the new word ( knowing back - > "back", read sack -> "sack", black -> "black", etc. )
Items: The words specified in the lesson titles, here

What to do

  1. Print or write word cards for words ending with three different rimes. Here we'll assume you are using back (for -ack words), say (for -ay words), and nine (for -ine words). You can get word suggestions and print index card-sized words for each rime here. Put each word at the head of a list, making sure all students can see them.
  2. Can you read these words with me? Support students as necessary to read the words. For example, they may need reminding of the sound ay makes, or that the silent e in nine makes the i say its name.
  3. Now we're going to play the matching game. My turn first. Here's a new word. Show pay, for example. Does this word have the same ending as the first word here? Hold pay below back. Or this word? Hold pay below say. Or maybe this word? Hold pay below nine. Hmmm. Hold pay below each of the other words again as you consider it. I think it has the same ending as this word, so I'm going to put it here. Place pay below say. Do you agree?
  4. Now that I've matched the word, I read from the top of that list: say, pay. They rhyme! Say, pay. That's because they have the same letters at the end. Do you see? Point to the endings as you read the -ay words again.
  5. Okay, now it's your turn to play the matching game. Ready? Select another word card and hold it below each of the word columns in turn, asking whether the ending matches. Wait for students to agree. If a student does not answer, ask him what he thinks. Then put the word in the correct list. Now ask students to read each word in that list.
  6. Continue with other word cards. Remember to have students read down the matching list each time.
  7. Introduce words with initial blends or digraphs such as black, play, and shine once students have gotten the hang of the activity.
  8. Watch for students who are struggling or not taking part. Call on a mix of several students, some who aren't correctly matching words and some who are. Make a note of students who continue to have trouble in an Activity Log.

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