Dana Davis

ELD 307
Dr. Casey
Spring 2015
Spelling Inventory Lesson Plan
Hop on Pop on Top and Stop
Grade Level: 2
Subject: Literacy

Topic: Short Vowel Discrimination

Rationale: Students discover patterns in words through reading the Dr. Seuss book Hop on Pop.
Students will relate short vowel sounds by the use of rhyme to discover word families. Students
will demonstrate their understanding of short vowel sounds by sorting words based on their
vowel patterns.
Standards:
CCSS.RF.2.3.A
Distinguish long and short vowels when reading regularly spelled one-syllable words.
CCSS.RF.2.3.B
Know spelling-sound correspondences for additional common vowel teams.
CCSS.RF.2.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
Objective: The students will be able to (SWBAT) identify rhyming words in the story. SWBAT
discriminate between short u and o vowel sounds. SWBAT produce rhyming words when given
a keyword in the word family. SWBAT sort pictures based on their word families.
Materials: copy of the book Hop on Pop by Dr. Seuss, whiteboard, dry erase markers, Pup in
Cup worksheet, Picture Sort worksheet, sentence strips, glue sticks, scissors, construction paper.
Procedure:
1. Begin the lesson by reading Hop on Pop aloud to students. After reading the story, ask
students what they noticed about the story. Accept all answers, leading them toward the
conclusion that the words in the story rhyme.
2. Choose a page in the book (or have a student choose a page) and reread it. Ask students
to notice which words sound alike, or rhyme.
3. Show students the cover of the book and reread the title. Ask students to identify the
words that rhyme (hop and pop). Write these words on the white board and ask students
what they notice about the two words. Some answers may be:
They both have 3 letters
They both have an o
They both end in p

4. Underline the op exemplar and draw students' attention to the fact that both words end
in op. Ask students to think of some other words that rhyme with hop or pop (shop, stop,
cop, mop, flop, crop, sop, top, plop) and add them to the whiteboard. Ask students what
they notice about all the rhyming words (they all end in op) and ask volunteers to come
up to the chart to underline all the op exemplars.
5. Present the following sentence strips. Cover the op exemplar on all op words:
We like to h--.
We like to h-- on t-- of P--.
St--, you must not h-- on P--.
Tell students that you are going to read the sentences together and say /op/ wherever they
see the blanks. Have them practice blending the phonemes together before reading the
sentences. Using a pointer, have student volunteers come up and practice reading the
sentences aloud.
6. Revisit the first four pages of Hop on Pop. Ask students which words rhyme on these
pages (up, pup, cup). Write these words in a new column on the whiteboard and ask
students what they notice about these words. Bring to their attention that all these words
end in up and ask volunteers to underline the up exemplars.
7. Present the sentence strips with up words and cover the up rimes as in the previous
exercise:
P-- in c--.
P-- on c--.
C-- on p--.
C-- on c--.
P-- is --.
8. Read the sentences aloud, substituting the /up/ exemplar in the blanks. Have students
practice reading the sentences and blending the phonemes to create words. Using
document camera, display Pup in Cup worksheet on whiteboard and ask student
volunteers to match the sentences to the corresponding pictures on the Pup in
Cup worksheet. Pass out the Pup in Cup worksheet and ask students to cut out each
section and glue onto a piece of construction paper. Students can practice reading the
sentences aloud with a partner.
9. Divide students into small groups and give each group a copy of the Picture Sort handout.
Ask students to cut out the pictures and name each picture. Then ask students to sort the
pictures into groups that rhyme and glue the sorted pictures onto construction paper.
10. After the groups are finished, regroup and talk about which words they put together. Ask
students which list on the whiteboard each picture would fit into (up or op).
Assessment:
1. Students will be assessed by using their completed Picture Sort worksheet.
Differentiation: This lesson could be adapted for higher learning levels by having the students
read the book and complete the activity independently rather than being guided by the teacher.
The picture cues could also be replaced with the exemplar for each word family and students
would match sentence strips to the exemplars.
Future Connections: This lesson could be used to build upon an introduction to poetry.

References
Kate, Emily, and Heidi. "Words Their Way--Assessment." Web log post.'Second Story
Window' TypePad, 23 Mar. 2011. Web. <http://secondstorywindow.typepad.com/home/>.
Dennis-Shaw, Sarah. "Teaching Short-Vowel Discrimination Using Dr. Seuss
Rhymes." Readwritethink.org. International Literacy Association, 2015. Web.
<http://www.readwritethink.org/classroom-resources/lesson-plans/teaching-short-voweldiscrimination-113.html>.

Sentence Strips for Hop on Pop on Top and Stop

Pup is up.
Pup in cup.
Pup on cup.
Cup on pup.
Cup on cup.
We like to hop.
We like to hop on top of Pop.
Stop, you must not hop on Pop.