ACQUISITION LESSON PLAN for
Grade K-1
Unit: During Reading
Topic: Decoding Strategies – Lesson 3 of 5
Concept: Using Chunks
Essential Question:
How can I use chunks of a word to help me when I read?
Activating Strategy:
Teacher uses word sort procedure to sort approximately 8-15 words from
two or three word families (i.e., -in –at, -am, -it, -ed). Teacher can select
chunks based on the instructional level of the students.
An example of an easy sort would be as follows:
-it
-at
bit
bat
fit
cat
hit
mat
sit
rat
An example of a harder sort would be as follows:
-it
bit
fit
hit
lit
sit
-at
bat
cat
hat
mat
rat
-in
fin
kin
pin
tin
win
Discuss the final sorts. Elicit from the students an explanation of how they
sorted.
Accelerating/Preview: (Key Vocabulary)
chunk
a chart focusing on the steps of this strategy (attached)
6/2/08
Teaching Strategies:
Direct Teaching:
The teacher draws a t-chart on white board, labeling each chunk at the
top of the sort, saying, “If I can read –ed, I can read bed, fed, led, red. If I
can read –am, I can read bam, ham, jam, Sam. The teacher can
continue modeling, changing the initial letter and then reading the word,
as needed.
-ed
bed
fed
led
red
-am
bam
ham
jam
Sam
Shared Demonstration:
Use the numbered heads procedure to partner students. Have students
read the list of words created in the Activating Strategy Sort to their
partners.
Guide the students to apply the strategy by reading additional chunks
and word families (i.e.,-an and –and).
-an
can
fan
ran
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-and
band
hand
land
Distributed Guided Practice:
Teacher has students copy the next teacher-selected rime chunk at the
top of their papers or individual white boards. The teacher asks the
students to write additional words by placing consonants in front of the
rime chunk (words may be dictated for student who are performing at a
lower level). The students are asked to read their word list. Encourage
students to say onset and rime (s-ing) and then the whole word (sing).
-ing
king
ring
sing
wing
bring
sting
-all
hall
mall
tall
wall
small
stall
Summarizing:
2-1 Strategy:
First, tell your teacher two chunks you worked with today.
Then share one new word using one of the chunks you worked with today.
To scaffold this for students who are unable to elicit a response, give the
student the chunk and a letter and ask the student what the new word
would be.
6/2/08
How can I use chunks of a word
to help me when I read?
1. Look for a chunk I know.
2. Get my mouth ready/ start the word,
and read the chunk to finish it.
6/2/08