ATIONS Lesson Plan

-ATIONS Lesson Plan

Purpose: 1. To help students learn the -tion word family 2. To improve student word recognition decoding and encoding of such patterns. Objectives: 1. Students will identify -tion words in the text. 2. Students will decode words containing the –tion word pattern. 3. Students will generate new -tion words, expanding their word recognition of such words. 4. Students will segment multisyllable words from the ations poem into syllables. 5. Students will write words that contain the –tion pattern with correct spelling in their version of a stanza of an ations poem. Connection to Massachusetts Frameworks:  Standard 7: Beginning Reading: Students will understand the nature of written English and the relationship of letters and spelling patterns to the sounds of speech. Materials: The Ations poem from Shel Silverstein’s Where the Sidewalk Ends Chartpaper Overhead of poem Overhead projector Highlighting tape/markers Ations handout

Procedure: Activating Activity: How many of you know the author She Silverstein? What do you know about him? What is his writing like? Have you ever read his poem Ations? Today we are going to read and examine this poem. What do you think you might find in this poem? What kinds of words? That is completely right. There are many words in this poem that share the –tion word pattern. Can anyone try to predict some words that have this –tion pattern and might show up in this poem before we even look at it? Let’s look at our list of –tion words. Let’s examine how they look and sound. They all have the same letters tion. So they look the same. And they also all sound the same. They all make the /shun/ sound. Can we brainstorm any other words that look and sound like those already on our list. (activation of what they already know.)

Core procedures: 1. Teacher puts overhead of ations poem up. I’m going to read this poem out loud. I want you to listen for 8 words that match our –tion pattern today. If you hear one give me a thumbs up. (purpose for listening) 2. After reading teacher puts 8 words written on sentence strips that include: conversation, consideration, salutation, communication, altercation, reconciliation, cooperation, civilization in a pocket chart. These words have the tion word pattern but also have more than one syllable. Let’s see if we can divide these tion words into chunks. We all know that one chunk will always be the ending chunk of –tion. Teacher reminds students that each syllable must have at least one vowel sound. (direct instruction) 3. Teacher models segmenting first 2 words. Con ver sa tion, Con si der a tion 4. Let’s try some together. Sal u ta tion, Com mu ni ca tion, Al ter ca tion 5. Now you and a partner try to segment the last two on your white boards. cooperation, civilization 6. Together go over the correct segmentation of these last two words. Co op er a tion, ci vi li za tion 7. As a whole class, read the list of 8 words on the pocket chart. 8. Next, echo read the ations poem with the class. (guided practice decoding these tion words) 9. Now, let’s add the new tion words to our original list. 10. Let’s look back at the ations poem. Besides the tion words can you see any other pattern Shel Silverstein used in the way he wrote this poem. Direct students to look at each couplet in the poem. Explain that he gives a definition of a word using action words, then the next line follows the pattern: That’s a ______tion. Look back at each couplet and try to act out a few of the couplets. 11. Now let’s pick an ation word and try to write a definition using action words. Let’s try transportation. If we travel in a car, bus, boat, or plane That’s transportation. 12. Look at the chart of ation words. In your head zero in on one you think you have a definition for. When you and a neighbor think you both have one ready, share it with your buddy. 13. After students seem finished sharing with their buddy, have a few students share with the whole class. Record these couplets on chart paper for others to refer to later.

Closing activity: 1. Students write their own couplet for the Ations poem. 2. Come back together as a whole group and allow students to share/read their versions of the Ation poem. Assessment: 1. Read Ations poem out loud independently with correct word identification and segmentation. 2. Write their own stanza from the poem using –tion pattern using correct spelling. 3. Read their version of the poem outloud.

**Highlighted pieces include criteria to determine if student has met objectives.

Modifications:

Allow students to work in small group with peer models. Allow students to copy a couplet already composed. Give word cards for student to segment independently in place of writing activity.

Extensions: Draw pictures of the 8 words used in the poem that illustrate their meaning.