Fall 2015

ECED 372

LESSON PLAN OUTLINE

JMU Elementary Education Program

Allison Oliver
Mrs. T., C. Elementary School, Kindergarten
Workshop date: November 5, 2015

TITLE OF LESSON Chicka Chicka Boom Boom Word Family Game

CONTEXT OF LESSON

Since the children have been learning about at, -ap, and am endings, this game will give
the students extra practice determining which ending certain words have
OBJECTIVES AND ASSESSMENT
Developmental Objectives
1.
K.4 e) The students will identify words
according to shared ending sounds.
2. K.3 g) Follow one- and two-step
directions.

Assessment
The students will physically move the coconut cutouts that contain the
pictures of the words to the coconut tree with the correct endings, either
ap, -at, and am.
The students will be able to look at the instruction cards, sort the
coconuts, and say the word the picture is depicting.

COLLECTION OF ASSESSMENT DATA

RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS
(Preschool)
K.4 e. Identify words according to shared beginning and or ending sounds
MATERIALS NEEDED
Coconut trees
Coconuts with pictures
Instruction cards
Camera
Table cloths
Chicka Chicka Boom Boom book
Name Tags
PROCEDURE

Preparation of learning environment- Lay the coconut trees out on the table
before the students arrive at the table. Have the coconut cut outs ready to be distributed before the students
arrive at the table.
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Engagement and introduction of the lesson- Ask the students what word families
they have been working with. Ask them to give a few examples of the ones they can remember. If they
cannot remember any, move on to the implementation of the lesson.

Implementation of the lesson- Explain the activity to the students by showing them
each coconut tree and read each ending aloud. Then, pass out the coconut cut outs and and give the students a
moment to look at the pictures. Then, have each student take turns telling the rest of the group what pictures
they got. Then, have the students take turns sorting their coconuts. After all the coconuts have been sorted,
ask the students if they are all with the correct trees based on their ending sounds. If they are, shuffle and
redistribute the coconuts. If they are not, have the students determine which coconut(s) are in the incorrect
place, why, and where they actually should be.

Closure- Ask the students if they can think of any words that could be included in
the sort.

Clean-up
DIFFERENTIATION

Some students might need an explanation of what each picture on the coconut is before they can
continue to the sort.
Some students might need assistance sounding out each picture before they can sort each coconut
to the correct tree.
Some students might complete the activity in a very short amount of time. To make sure that they
are still engaged, I will continue to rotate which cards they have so they will be sorting new coconuts
for each turn they have.
If the students are still moving through the activity quickly, ask them if they know how to spell the
words pictured on the coconuts. Focus on the beginning sounds and the corresponding letters
because the endings are posted on the coconut tress.
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?

Some students may really struggle with the activity. In order to help them complete it, I will help
them to determine what picture is printed on the coconut and help them to sound out the word so that
they are able to choose the tree with the correct ending.
Some students may quickly finish the activity. I will shuffle the coconut cards and redistribute
them so that the students are sorting different cards each time.
If there is a fire drill or another emergency drill, the students will continue the activity once the
drill is completed.
The students may struggle with taking turns. I will count off the students giving each one a
number. Then when their number is called, they will be allowed to sort one of their coconuts. Repeat
until all of the students have sorted all of their coconuts.

Data Collection Sheet:

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Student Name

Objective 1: The students

will identify words
according to shared
beginning and or ending
sounds.

Name 1

Name 2

Name 3

Name 4

Name 5

Name 6

Name 7

Name 8

Name 9

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Objective 2: Follow oneand two-step directions.

Comments:

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Name 10

Name 11

Name 12

Name 13

Name 14

Name 15

Name 16

Name 17

Name 18

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