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Teacher Resources by Grade
|1st - 2nd||3rd - 4th|
|5th - 6th||7th - 8th|
|9th - 10th||11th - 12th|
Learning About Word Families with Click, Clack, Moo
|Grades||K – 2|
|Lesson Plan Type||Standard Lesson|
|Estimated Time||Six 20-minute sessions|
This lesson uses the book Click, Clack, Moo: Cows That Type by Doreen Cronin to teach students word identification strategies. Through shared readings, teachers and students read and reread text from the book with fluency and expression. With repeated teacher modeling and guided practice, students learn to identify rimes or word families and apply their knowledge to the decoding of new words.
Allen, L. (1998). An integrated strategies approach: Making word identification instruction work for beginning readers. The Reading Teacher, 52(3), 254–268.
- Children need automatic decoding skills. They also need to acquire the motivation that comes from engagement in purposeful, meaningful literacy tasks. Using quality literature that children can enjoy provides practice with and a purpose for learning word identification strategies as well as motivation to read.
- Using literature and connected spelling and writing activities in conjunction with word study enables children to see a purpose and connection between the strategies they are learning and how they apply to reading and writing.
- Children need to be directly taught how to use spelling patterns (rimes or word families) to spell and read new words.
- Repeated reading of texts has been shown to be effective in developing fluency (Clay, 1994; Dowhower, 1989).
Clay, M. (1994). Reading Recovery: A guidebook for teachers in training. Portsmouth, NH: Heinemann.
Dohower, S. (1989). Repeated reading: Research into practice. The Reading Teacher, 42(7), 502–507.