-Eg Words

Kindergarten
Giselle Taraboletti
1.1 Integration of Learning Outcomes
To blend sounds to read symple one-syllable words
To understand that as the letters of words change, so do their sounds
To write consonant-vowel-consonant words
1.2 Standards
1. PA.R.1.1.1.C.1 Read one-syllable and high frequency sight words.
2. PA.R.1.1.K.C.2 Identify words with common beginning and ending sounds.
1.3 Anticipatory Set
1. Teacher will say "leg, big, peg" and have students repeat the three words.
2. Teacher points out that "leg" and "peg" rhyme beause they both end with the
phonogram /eg/. Teacher also points out that "leg" and "peg" do not rhyme with "big"
because "big" ends in /ig/.
3. The teacher tells students that they are going to say sets of words and the children should
say the words that rhyme in each set.
o ten, pan, when
o beg, leg, tag
o vet, bet, bat
o mat, dot, lot
o run, van, man
o top, sob, hop
1.4 Procedures
1. Ask students to take out their whiteboard and marker.
2. Turn on projector and project "Sky line - grassline paper" like the students have on their
whiteboards. Teacher writes the word "peg" on the board and tracks the print as children
read the word.
3. Have students write the word "peg" on their whiteboard and hold it up for the teacher to
see.
4. Repeat this with the word "leg".
5. Ask children to read the two words.
6. Point out that the words both end with -eg and the words rhyme.
7. Explain that "peg" and "leg" are in the -eg word family because they both end in -eg.
8. Write the word "beg" on the board and have the children read the word
9. Have the students write the word "beg" on their whiteboard and hold it up to show the
teacher"
10. Tell the children that, to practice with -eg words, we are going to do a group activity.
11. Erase the words on the board and bring out Greg the Pirate poster
12. Explain that Greg the Pirate has found gold coins with words on them, but he only wants
to keep the gold coins with words on them that rhyme with his name. The words that
thryme with "Greg" go in the treasure chest on his boat, and the words that don't rhyme
with "Greg" are thrown into the ocean for the sharks to eat.

13. Ask children what the ending sound of "Greg" is to remind them of what they're looking
for in words.
14. Show the first coin and have the students read the word on it out loud as a group.
15. Tell students that if they think they know where the word goes (treasure chest or ocean)
they should put their thumbs up.
16. Teacher picks a student and has them put the coin in the correct box. Go over why the
word belongs in a certain box as a class.
17. Repeat steps 14-16 until all the coins have been sorted. Congratulate the students on a job
well done.
18. Remind students of the three -eg words we learned (beg, leg, peg)
19. Have the students write their "favorite -eg word" on their whiteboards.
20. Have the children show their completed word to the teacher individually.
21. Congratulate the students on a job well done and give each student a sticker.
1.5 Differentiation
When students are writing their "favorite -eg word" at the end of the activity, allow
students who need extra help to look at two of the gold coins, one with an -eg word and
one with a different word, and have the student pick which of the two is the -eg word, and
have them write that word on their whiteboard.
Have students who need an extra challenge try to write two, or even all three, of the -eg
words on their whiteboard at the end of the activity.
1.6 Closure
Bring class together and ask them what letters they see in all our "eg" words (say "eg"
like "egg").
Ask students to name the three "eg" words we learned and how to spell them.
1.7 Formative/Summative Assessment of Students (P-12)
Assessment given throughout the lesson was informal, mostly because of time constraints.
Informal assessments included:
Having students write the "eg" words on their whiteboards and raising their whiteboards
up for the teacher to see. This gives the teacher the chance to make sure the students can
all write the "eg" words and lets the teacher see everyone's work quickly and without one
student's work being shown to the entire class (which can be embarassing for some
students).
The "Greg the Pirate" game tests students' ability to read the "eg" words and recognize
what makes them "eg" words (and reading other simple 3 letter words), as well as their
ability to recognize the difference between words like "beg" and "big" or "leg" and "let",
that only vary by one letter. The game is a fun way to test students' knowledge, and is
even an activity that the students could do on their own in a learning center (with a few
modifications).
Having students write their favorite "eg" word on their whiteboards requires students to
recall what the "eg" words are as well as how to spell and write them. This assessment
gives students a small amount of choice and gives the chance a teacher to check that the
lesson stuck with each student.
1.8 Materials/Equipment
"Greg the Pirate" poster

Paper "coins" with words on them

Small white boards
Dry-erase markers
Paper towels (to erase whiteboards)
Projector
Sky line - grass line image (to be projected)
"Greg the Pirate" Poster:

1.9 Technology
Laptop with the "Sky line - grass line paper" saved on it
Projector
"Greg the Pirate" poster and coins
2.1 Reflection on Planning
When my Co-op teacher handed me the lesson, I realized that the lesson was entirely planned out
for me from start to finish. However, I still wanted to add something into the lesson that would
be fun and interesting for the students, who I assumed would welcome the change of pace. But
then I realized that I would be teaching the words "peg" and "leg" and instantly thought that I
could do something pirate themed. I based the "Greg the Pirate" game on a one of the phonemic
awareness games we learned about in EDR 307, altering it for a phonics lesson.
Of course, after I had the idea for the game, the problem was finding somewhere in the lesson
where it would fit. This was the most difficult part of planning my lesson. The lesson my Co-op
gave me was so planned out and streamlined, moving from one activity right into another, that I
wasn't sure if there was even a place where I could put my game in without it seeming awkward.

Eventually, I decided to drastically alter the "Guided Practice" section to include the "Greg the
Pirate" game, while still keeping the part of the activity where the students are writing the "eg"
words on their whiteboards.
The best way to improve my lesson, looking at it after having given the lesson, would've been to
think ahead more in terms of classroom management strategies and teacher talk. It would've been
helpful to me, and to any hypothetical substitute who could've been teaching this lesson, to know
specifically how to take control of the classroom and how to speak to the students. This is
especially important for my lesson because putting a new teacher in front of the students causes
students to be more unruly than usual, so it's always good to have a plan for a situation like that.

2.2 Reflection on Instruction

When it came time to teach my lesson, I wasn't nearly as nervous as I'd anticipated. I was more
nervous about Akyrah and Miss Vavroch watching me give the lesson than I was about actually
giving the lesson to the kindergarteners. I typically feel more comfortable talking to and in front
of young children than I do people my own age or older than me. The children were fairly wellbehaved, which was a relief. Although, I made the mistake of, at the end of the lesson, not calling
the students up one row on the carpet at a time to show me their favorite "eg" word, which
caused them all to get up at once and rush into a mob around me.
The children picked up on the lesson fairly quickly and were incredibly engaged in the pirate
game. Even Irving, an ESL student who I typically observe doing his own thing, and being
allowed to, was paying attention and even volunteering to put a coin into a slot on the board. It
was such a simple game, but the students were so excited to be doing something so different
from what they're used to. It made me realize how important it is not just to stick to the lessons
the district provides. The lesson provided to me was boring and bare bones, and I don't think the
kids would've learned as well or enjoyed themselves as much without having the hands on aspect
of the lesson.