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and first grade and could possibly be used as a second grade remedial assessment.grade.. These would one-on-one assessments or with minimal help from the teacher.
1. Reads Common Words (Assessment)
http://www.teacherfilebox.com/Unit/Detail.aspx?F=9945
{assess.png}
2. Meet the "ain" Word Family
http://www.enotes.com/documents/meet-ain-word-family-73483
{ain.jpg}
This assessment presents the '-ain' word family through a one-page story ('A Home for Owl') plus activities that build comprehension, vocabulary, and could be adaptedtest-taking skills. Includes a word family slider with the words 'gain,' 'brain,' 'strain,' etc. Students are able to complete this assessment to fit learners who have need some types of modifications.
test their learned knowledge through the word family unit.

being hands-on.
Hands on activities:
1. Word Families: Word Slider
6. Have your students continue to toss the ball and form words in this manner for as long as you want (you should at least make sure that all six rimes have been used).
7. Crazy Eights With Word Families!
{crazy_8.jpg}
Materials:
Thick paper cut into playing card-sized rectangles
4 different colors of markers
Procedures:
Just like the card game Crazy Eights, you'll make a set of cards that can be divided into four different categories, rather than suits. Pick four word families that are challenging, but won't frustrate her. For example, -ain (train,brainl), -ake (bake, cake), -ank (bank, crank), and -ate (bate,plate).
Pick an equal number of words from each word family and write them out with one word per card. You'll mix up the colors within a word family because you don't want any one word family to be all the same color. Use four different colors to write out the cards.
Have her make a few “wild” cards, “skip your turn” cards, and “reverse” cards to add some challenging twists and turns to the game.
Now you'll deal out seven cards to each player. The rest of the cards should be stacked face-down in a neat stack in the center.
Flip one card over from the face-down stack in the center.
You'll play the game just like Crazy Eights, trying to match either the color or word family that appears on the face-up card in the middle. Therefore, if a red card bearing the word “cat” has been flipped, you'll either have to lay down a red card or a card that represents the “-at” word family. If you do not have a card to play, you must draw from the face-down stack until you find a card that can be played.
When any player gets down to just one card, they must say announce it to the other players by saying, "Hop!". If not, the other players may point out this failure to warn, and the said player will not be able to go out that round.
The winner of the game is the first player to run out of cards!
8. Word Family Flip Books
{flip.jpg}
As kids turn the pages of our ingenious flip books, they match letters, blends and digraphs with a specific ending sound—and build up to 300 words! 30 ten-page flip books each focus on a different word ending.
Targets standards in these areas:
• Decoding & word recognition
• Identifying rhyming words
• Initial phoneme
9. Word Family Notebook
{notebook.jpg}
Children match the tiles to the target patterns in the text. All the words in these captivating tales are target word family words, or easy sight words, so children can focus on developing fluent reading skills. Included Guidebook provides home and school activities, word lists, and record-keeping template.
10. Word Families Stories and Activities
{story.jpg}
Word Family Stories and Activities, Level A makes it fun and easy to practice predictable patterns within words. The engaging reproducible stories and activities help students make connections with word sounds and spelling patterns.
By learning to recognize familiar parts of words, students rapidly increase their reading vocabulary, leading to a positive reading experience. The word family words are made meaningful in the context of engaging, often humorous stories. The comprehension and vocabulary pages take students beyond word recognition, providing practice with test-type comprehension questions and word meaning.Reproducible word-list sliders encourage repeated practice of the word families, leading to increased oral reading fluency.

x-MaterialsMaterials
Plastic ABC letters
Sing Your Way Through Phonics Volume 1 and Volume 1 Mini-Charts
CardsChart Paper Cards with capital
Crayons
Markers
Magnetic letters
IndexIndex cards with letters
LetterLetter tiles
Worksheets
Ziploc bags
Cookie Sheet
Sand
Miniature objects to represent each letter of the alphabet
Teaching Materials
These materials are useful in creating and designing activities to practice word family skills with.
Construction Paper
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Scissors
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Tape
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Colored Markers/ Crayons
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Basket
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Notecards
Class set of clipboardsGlue
Paper
Pencils
Chart paper
Dry erase boards, markers, and erasers
A rhyme, poem, or piece of literature
Variety of paper sizes/shapes
Stapler
Magnetic Letters
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Ready-made Word Family Games
Cut-outs/Printablescut-outs/Printables
Spinners
Paperclips
Brads
Paint
Beach Ball
Etc.

a special learner.
Hands-On Activities & Lesson PlansTheselearner.These activities are being hands-on. These activities are best with small groups or whole class participation. (See below each activity for preparation
Hands on activities:
1. Word Families: Word Slider
{slider.jpg}
Materials:
Colored paper
Scissors
Word family list (ank, ake, ame, ain, ate)
Pencils
Procedures: (20 min)
Students will be given two different pieces of colored paper and materials). In orderscissors.
Students will have to create classroom management (for all of these activities) talk with your students PRIOR to engagingchoose from 5-7 different word familes and make “word sliders using the paper and their scissors.
Students will cut 2 small slits in these activities about whata half sheet of paper and write the rulesword ending on the right side of the slit.
Student will then cut a strip of colored paper and expecations are. For ELL students or those with special needs,write different word beginning sounds such as T, C, M, Th, Ch, P, B, H, etc. on the activities may need to be modified to wherestrip.
Students will take the students have additional teacher or peer support.
Hands-On Activities
Hands-On Activities (www.education.com)
Wordstrip of paper and slide it through the slits to make different word families.
2. Word Family Bug Swat
{swatter.jpg}
Materials:
Fly swatter
Notecards
1. Cut large bugs out of construction paper.
family rimes. (ELL, EAT, EST, IT, IN, ILL)(ake, ain, ank, ate)
3. Tape these to the white board.
identified with. (bell, wheat, quest, knit, spin, chill)(train, cake, back, plate)
5. Tape or glue these words onto notecards and mix them up into a basket.
6. Divide students into two teams (split the class in half).
7. Have one student from each group at a time come to the board and use a "Word Swatter" to hit the word family that the words belong in.
the word "SPELL"."Train". Two students the word "SPELL""Train" out and swat the "ELL""ain" bug first their team.
Word Hunt
3. Rhyme around Baseball
{baseball.jpg}
What_to_do
Materials:
Class set of clipboards
Paper
Pencils
1. Use word huntsChart Paper
Marker
Objects to check for understanding after introducing a newuse as bases
Poster or cards with word family or to review previously taught families.
2. Assign students one or two word families to search for inendings
Procedures:
You act as pitcher. Stand on the classroom library.
3. For kindergarten or first-grade students, you might collect books with ample words ahead of time and place them in baskets or buckets. (Older students can be given more freedom to hunt throughout the entire classroom library or other designated area).
4. Challange students to finda certain number of words in a specified time.
5. Briefly meet with each student as they finish their listmound and have them read each word to you, noting the students who need help with decoding.
Nursery Rhymes
Materials: {Humpty_Dumpty_Word_Family.jpg} Humpty_Dumpty_Word_Family.jpg
Chart paper
Dry erase boards, markers, and erasers
Colored Markers
A rhyme, poem, or piece of literature
1. Use nursery rhymes, poetry or other literaturefirst team line up to teach word families.
2. Create a large version ofbat. Show the rhyme on chart paper.
3. First, read it to the students all the way through.
4. Next, spend time analyzing the words.
5. Ask students to come up and circle words inbatter a particular family.
6. Give students dry erase boards to record any word family words or ask them to identifyending. If the rhyming words.
7. Choose a volunteer to come up to the chart to point to the words as the class recites it together.
Flip Books
Materials:
2 inch by 8 inch long strip paper (class set)
2 inch by 2 inch squares (5 per student)
various sorts of colored markers
stapler
1. Create a flip book by giving each student responds with a strip of paper approximately 2 inches wide by 8 inches long.
2. Staple about five 2-by-2-inch squaresrhyming word, he or she advances to one end of the strip.
3. Have students writefirst base and writes the word family on the strip in large letters.
4. As students to write one consonant on each square to make different words in the family.
5. Given the -ill family might right beginning letters b, g, h, or sp.
6. Allow students to illustrate their flip books with the words that were created.
7. To assess, ask students to read their book to you or another adult.
Crazy Eights with Word Families
Materials:
Thick paper cut into playing card-sized rectangles
4 different colors of markers {Crazy_Eights_with_Word_Families.jpg} Crazy_Eights_with_Word_Families.jpg
1. Just like the card game Crazy Eights, you'll makechart paper.
Each additional batter is given a set of cards that can be divided into four different categories, rather than suits. Pick fourrhyming word families thatuntil all words are challenging, but won't frustrate the student. For example, -it (split, sit, hit), -est (nest, rest, chest).
2. Pick an equal number of words from each word family and write themused. Give out with one word per card. You'll mix up the colors within a new word family because you don't want any one word family to bewhen all the same color. Use four different colors to write out the cards.
3. Have the child makepossible words have been used.
If a few “wild” cards, “skip your turn” cards, and “reverse” cards to add some challenging twists and turns to the game.
4. Now you'll deal out seven cards to each player. The rest of the cards should be stacked face-down instudent repeats a neat stack inword, gives an incorrect word, or writes the center.
5. Flip one card over from the face-down stack in the center.
6. The object of the game is to try to match either the color or word family that appearsincorrectly on the face-up card in the middle. Therefore, ifchart paper, it counts as a red card bearingstrike. After three strikes the word “nest” has been flipped, you'll either have to lay down a red card or a card that representsnext team bats.
The team with the “-est” word family. If you do not have a card to play, you must draw frommost words at the face-down stack until you find a card that can be played.
7. When any player gets down to just one card, they must say announce it to the other players by saying, "Hop!". If not, the other players may point out this failure to warn, and the said player will not be able to go out that round.
8. The winnerend of the game is the first player to run outthree innings wins. Take note of cards!
Word Slider
Materials:
5 or 6 small (dessert-size) paper plates, in one plain color
White or colored card stock paper, 8-1/2" x 11" {Word_Slidder.jpg} Word_Slidder.jpg
Scissors
Permanent marker
1. Make two, 1-inch cuts on each plate, parallelany students who appear to one another.
2. To the right of the two parallel cuts, write a 2-letter word ending such as -in, -it.
3. As your child becomes more comfortable with reading,struggle; you can create more complex word endings with three or more letters such as -ell, -eat, -est, -ill.
4. Cut a strip from your card stock, approximately 1 inch wide and 8 inches long. Use a pencilmay wish to mark dividing lines at each one-inch interval.
5. Have your child write one consonant or a two-letter blendrecord this information in each square, taking care to see that it goes with the ending you have picked. As he writes, have your child practice saying the letter sounds out loud.
6. Next, thread the letter strip through the two cuts on the plate, so that one letter shows at a time as you slide the strip through.
7. Repeat this process with the rest of the plates and card stock, using different consonants and endings.
8. Play around with your slider—children are usually delighted by the “magic” of the disappearing letters—and then keep it near a place where you and your child often read. The next time you sit down with an early reading book such as “Hop on Pop,” or “Pig in a Wig,” take out a slider first and have him practice those word families!
WordActivity Log.
4. Word Family Flower
{Word_Family_Flower.jpg} Word_Family_Flower.jpg
Materials:
Flower print-out
Crayons
1. Print off a class set of a flower. (You can find these printable layouts online).
one). (Example: "EST")"AIN")
3. Have students print as many words as they can come up with that include the specific word family.
4. Have students color the flower.
5. Have students cut out the petal shapes and glue them around the center to make a "Word Family Flower".
6. Allow students to share and discuss.
{Word_Family_Flower.jpg} Word_Family_Flower.jpg
Icecream Word Family Game5. Piggy Bank Craft
{pig.jpg}
Materials:
Ice Cream Word Family Printable Game Template(cones, ice cream scoops, word family dice and score cards)Empty Rectangular Kleenex box
Pink Construction Paper
Two toilet paper rolls
Cotton Ball
Glue
Scissors
Laminate and White Copy Paper orCard Stock Paper
White Board Markers
Small Yogurt Container (keepProcedures:
FEET:
If using toilet paper rolls, cut each roll in half so you have four short tubes. May require adult assistance.
Paint the scoops of ice cream inside) {Icecream_Cone.jpg} Icecream_Cone.jpg
Construction Paper (any color)
Timer (with seconds)
Teacher Preparation:
1. Laminate all ofcorks pink (or leave them brown) or paint/colour the game pieces (ice cream cone, scoops of ice cream, score cards and both dice). Because the game piecestoilet paper rolls depending on which you are laminatedusing.
As an alternative, you can re-use the game several times. If you choose notcould also glue pink paper, gift wrap or felt to laminatethem.
Set aside to dry.
BODY:
Wrap pink paper/gift wrap around Kleenex box.
You need to cover the game pieces it may not last as long, but you students can still playtop and all the game withoutsides.
Covering the pieces being laminated.
2. Cut out, fold and tape togetherbottom of the dice. You will find one dice to usebox is optional.
Adults with word families already written on it. The blank dicesmaller children can be used to write any ofprewrap the word families your students are in needbox like one would wrap a gift OR you can trace each side of studying. If you laminate the dicebox onto the pink paper, cut out each traced piece and use a white board markerglue it to write the word family, you can re-usebox.
The tracing method doesn’t cover the dice when students are readybox quite as neatly, but is easier for 3 year olds than wrapping would be. (Who says crafts have to move onbe neat?)
HEAD:
Print out the template of choice. Glue to a new word family. Ifcardboard if you don’t want to laminatemake the dice, you can print it onto card stocktemplate pieces sturdier.
Colour and use a black pen or pencil to writecut out the word family ontemplate pieces. (Younger children may require assistance with the dice.
The 37 most common word families in English are: ack, ain, ake, ale, all, ame, an, ank, ap, ash, at, ate, aw ay, eat, ell, est, ice, ick, ide, ight, ill, in, ine, ing, ink, ip, it, ock, oke, op, ore, ot, uck ,ug, ump, unk (Wylie and Durrell).
Students:
1. Cut outcutting, especially if you used cardboard.)
Glue the ice cream cones, scoops of ice creamcotton ball to the snout (nose) and score cards.
2. Coverto the yogurt container with construction paperhead. The cotton ball will be between the snout and tape the words “Ice Cream” onhead. This makes the side. Putsnout stick out from the scoops of ice cream insidehead to give a 3 dimensional effect.
Glue the container.
Hands-On Activities & Lesson Plans---Howsmall triangle to Play the Game:Howlarge triangle to Playmake ears. You can put glitter on the Game:
1. Give Each Player One of the Following:
One Chocolate Rainbow Sprinkle Ice Cream Cone
One Score Card
Pencilears or White Board Marker (if score card is covered with laminate).
2. Put All ofreplace the Following Materials on the Table:
Dictionary
Word Family Dice (Dice is filled insmall triangles with a word family on each side. Use the example dice or create your own on the blank dice.)
Containertriangles of Ice Cream Scoops
Word Family Dice
Timer (to time seconds)
To determinepink felt.
Glue the first player, roll the word family dice. The first playereyes and ears to roll “ice” starts the game.
In a clockwise direction, each player rollshead.
ASSEMBLING THE PIGGY BANK
Glue the dice. After rolling the dice the player has 10-30 seconds (amounthead to one end of seconds is determined by the teacher) to write a word inpig.
Tape or glue the appropriate word family. For example, is the word family is “all“, the student hasfeet to write a real word before time runs out. If the student wrotebottom of the word “call“, the word is correct, so he getspig (I usually use a scoop of icecream and puts in on his cone. If he wrote “jall” a student can say, “I scream you scream, we all screamglue gun for ice cream.” Saying this phrase means that you are being challenged and that you must look your word up in the dictionary.part, but tape works fine too). If it is not a real word,using toilet paper roll feet, you don’t get a scoop of ice cream. If it is a word, you getmay want to take a scoop of ice cream off of your challengers cone. If your challenger does not have a 2nd scoop of ice cream, he cannot challenge you. The teacher, however, can challenge you at any time.
The first player withcut ½ inch down 5 scoops of ice cream (4 correct words) wins.
Egg Word Family Game
Materials:
Various colors of plastic eggs.
Permanent Marker {Egg_Game.jpg} Egg_Game.jpg
Illustrations of words (pictures)
Dry erase boards
Dry erase board markers
1. Create an example. Use a permanent markeror 6 times to writemake tabs. Fold down the ing rime ontotabs to give you a larger surface for gluing/taping.
Slice the right hand sidetop of the egg. Then, write an r, w, br and k onpig open (where the left half of the egg.
Left Right
wing
sting
ring
bring
2. Put a toy ring or a picture of a ring inside the egg.
3. Whenkleenex comes out). This is where you are ready for instruction, twist each side ofwill put the egg to createmoney.
OPTIONAL: Poke a new word and say each word out loud.
4. Then spell each word as students repeat after you.
5. Students write each word on a white board as you show them the word. They hold the whiteboards up when finished.
6. Ask, ”What sound do all of these words share?” (Listen for a student to say the correct answer.) These words arehole in the ing word family.
7. Here’s the fun part. Ask the students,“What ing surprise word is insideback end of the egg?” (Students guess.)
8. Open the egg and show the students the ring.
Hands-On Activities & Lesson Plans---Students Create Surprise Egg Word Family GameStudents Create Surprise Egg Word Family Game
9. After showing the students your example, the students can brainstorm words under each rime/word family onpig with a poster board or overhead projector. Use this brainstorming aspencil. Make a meanslittle ball at the end of instruction and let the students help createpipe cleaner. Stick the words. Tellunballed end into the student to decide on one word inkleenex box (through the egghole you just sliced open) and tell them to draw a pictures or find an object representing that word inside each egg. (For example, forstick it through the ing egg,hole you poked with the surprise was a ring.) If the students complete six-seven rimes/word families a daypencil. The balled end should keep it will take about six days to completefrom going all of the common word families. Keep this poster or overhead transparency forway through. Finally, twirl the following day.
The next day, splitpipe cleaner around the students into small groups and give each group an even number of eggs. Assign each grouppencil to make a word family to write on each egg.
1. After they write the word family, they need to choosetwisty pig tail.
Glue template bow (or make one word and draw a picture of the wordscraps of ribbon) to put inside of the egg.
2. Students then closepig’s head for a girl or under the eggs with the pictures of the words inside and writing on the outside.
Hands-On Activities & Lesson Plans---Students Trade/Play Surprise EggsStudents Trade/Play Surprise Eggs
Rotate the groups of eggs to each group, until each group gets and opportunity to see each rime/word family and find the surprise inside each egg.
Beachchin for a boy
6. Beach Ball Word Families
{ball.jpg}
Materials:
Beach ball
Marker
of paper {Beach_Ball.jpg} Beach_Ball.jpg
Tape
1. Write the rimes you would like your students to learn on the slips of paper. Attach the slips of the paper to the beach ball with tape. (Make sure the slips are secure!)
3. The student with the beach ball goes first, tossing it to another student.
4. Have the student who catches the ball take note of where his or her thumb lands. Whichever rime the thumb lands on will be the rime he or she needs to use to make a word. (If the rime is -ock, for example, the word could be rock or sock.)
lands on -ock,-ank, a word could be stock.bank.
6. Have your students continue to toss the ball and form words in this manner for as long as you want (you should at least make sure that all six rimes have been used).
help on how to format text
1. Make a "Word Slider"
http://www.education.com/activity/article/make_word_slider_k/
{word_slider.jpg}
In school, teachers make it easier for kids to read English by helping them see patterns in the words they're learning. To do this, teachers use word families, specific groups of word endings and beginnings that consistently have the same pronunciation. For example, in the -op word family, kids learn that chop, hop, pop, and bop have different beginning sounds but the same -op ending sound. You can support your child's ability to learn word families with this hands-on, phonics activity that has kids making "word sliders" out of7. Crazy Eights With Word Families!
Materials:
Thick paper plates. "Word sliders" can help your child interact with words and become more adept at visualizing word patterns. Put these "word sliders" up on your child's wall as he's learning—ideally right near an area where you like to sit together to read. See how many show up in your books each evening!
{http://02.edu-cdn.com/files/56501_56600/56518/file_56518.jpg}
What You Need:
5 or 6 small (dessert-size) paper plates, in one plain color
White or colored card stock paper, 8-1/2" x 11"
Scissors
Permanent marker
What You Do:
Make two, 1-inch cuts on each plate, parallel to one another. (See Image 1).
To the right of the two parallel cuts, write a 2-letter word ending such as -op, -ip, -it, -at, and -ot. (See Image 1). As your child becomes more comfortable with reading, you can create more complex word endings with four or more letters.
Cut a strip from your card stock, approximately 1 inch wide and 8 inches long. Use a pencil to mark dividing lines at each one-inch interval. (See Image 2).
Have your child write one consonant or a two-letter blend in each square, taking care to see that it goes with the ending you have picked. (See Image 2). As he writes, have your child practice saying the letter sounds out loud.
Next, thread the letter strip through the two cuts on the plate, so that one letter shows at a time as you slide the strip through. (See Image 3).
Repeat this process with the rest of the plates and card stock, usingcut into playing card-sized rectangles
4 different consonants and endings.
Play around with your slider—children are usually delighted by the “magic” of the disappearing letters—and then keep it near a place where you and your child often read. The next time you sit down with an early reading book such as “Hop on Pop,” or “Pig in a Wig,” take out a slider first and have him practice those word families!
Little Red Toolbox Word Family Tiles
Spice up learning with these great magnetic teaching aids.
{http://www.agame2teach.com/account/images/image.img?color=91320a&text=33250d&accent=5f4c72&compliment=964b4b&navigation=964b4b&heading=6d3141&title=ffffff&logo=000000&link=31729e&picture.image.url=%2Ffiles%2F1423071%2Fuploaded%2FTR-SC-0439838665_L.jpg&picture.width.max=174&picture.image.mask.apply=false&stage.width.max=435&cache=1322467001689} Little Red Toolbox Word Family Tiles
Click to enlarge image(s)
Teacher Resources for the professional teacher or home school
Literacy Manipulatives: Word Family Tiles is a powerful new literacy manipulative program based on the latest research on how children learn to read. The use of literacy manipulatives helps initiate early reading success through interactive learning that involves visual, auditory, tactile and kinesthetic modalities. This package comes with 56 letter tiles, 42 word family tiles, 2 blank tiles, and a 4 page teaching guide.
These quiet, easy-grip magnetic foam manipulatives are chunky sized for young learners and create less noise. Each set comes with an assortmentcolors of letter or word tiles that target a specific skill, as well as a teaching guide filled with how-to information and instant activities. Great for whole-group, small group, or independent practice.
Grades Pre K-2markers