Pop Shop

Objective

Blend a beginning consonant or consonant blend with -op to make words such as hop, shop, and pop.

Lesson Plan

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Target Words:

  • hop
  • pop
  • bop
  • shop
  • flop
  • chop

Materials:

  • 3-4 containers of bubbles with their blowing wands
  • Action cards (see below)
  • Word blending cards (see below)
  • Large sign saying, "Pop Shop" (see below)
  • Hop to the Shop target text (see below)
  • Shop at the Popcorn Shop target text (see below)

State and model the objective 
Tell the children they will pop bubbles in a pop shop while they practice blending beginning sounds with the -op ending (e.g., hop, flop, pop, shop, chop). 

Practice the skill within an activity

Pop Bubbles in the Shop

  • Place the "Pop Shop" sign (see below) in one section of the room with the bubbles, and tell the children that today this is the pop shop!
  • Select a few children to blow bubbles in the Pop Shop. Have the rest of the children sit at the opposite end of the room.
  • Choose one of the action cards (see below) and have the children help you read the word. 
  • Choose a few children to go to the Pop Shop doing (or pretending to do) that action (e.g., hop, mop, chop, flop, bop).
  • When the children doing the action get to the Pop Shop, have the children in the Pop Shop start blowing bubbles allowing the other children try to pop as many bubbles as they can.
  • Have the children who just got to the Pop Shop take over blowing bubbles, and have the original Pop Shop children hop back to the other children.
  • Repeat the activity until all of the children have had a turn, emphasizing the process of blending the beginning sound with the -op ending to read each new word card (e.g., /h/ + /op/ = hop).

Apply the skill (choose from the following) 

Identify, blend and manipulate sounds

  • With word blending cards (see below), have the children make new words by changing the vowel or either of the consonants:
    • Change the beginning sound: bop → mop; pop → cop; hop → top
    • Change the ending sound: bop → bog; pop → pot; top → tot
    • Change the middle sound: top → tap; hop → hip; mop → map

Read target words in a text (see below)

  • Read the target text Hop to the Shop together as a group.
  • Have the children underline the words that end in -op
  • Read the text again fading support.
  • Have the children help you make a list of all of the -op words in the text. Emphasize the process of blending beginning sounds with the -op ending to spell each new word (e.g., /p/ + /op/ = pop).
  • Repeat with the target text Shop at the Popcorn Shop (optional).

SEEL Target Texts

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Shop at the Popcorn Shop

Shop for popcorn.
Pop the popcorn.
Drop the popcorn in the top of the popper.
See the popcorn hop and pop.
See the popper stop.
Drop the popcorn in your mouth.
Now get the soda pop.
Pop!
Drip drop, slip slop.
Stop!
Mop the pop!

Hop to the Shop

Let's hop to the shop.
Hop, hop, hop.
Hop to the shop.
Stop!
Shop at the shop.
Shop for a mop.
Shop for a top.
Shop for some pop.
Oh, no!
Did you drop the pop?
Did you drop the pop at the shop?
Mop the pop at the shop.
Mop, mop, mop.
Now you can stop!

Printouts

SEEL At Home

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Objective
Blend a beginning consonant or consonant blend with -op to make words such as hop, shop, and pop.

Materials 

  • Pop Shop sign and action cards (see below) 
  • Bubbles to blow and then pop

Activity: The Pop Shop

  • Stand on one side of the room with the Pop Shop sign and the bubbles.
  • Have your child stand on the other side of the room and choose an action card. Help your child read the action card then say together how your child will get to the pop shop (e.g., Hop to the Pop Shop!). 
  • Let your child perform the action (e.g., hop, mop, chop, flop, bop) on the way to the shop. Blow bubbles while your child tries to pop as many bubbles as possible. 
  • Repeat as many times as desired, alternating roles.
  • Help your child make a list of all of the -op words from the activity. Emphasize the process of blending beginning sounds with the -op ending to spell each new word (e.g., p + op = pop).
  • The activity can be repeated several times.

pop-shop-sign-and-action-cards

Standards

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CCSS.ELA-LITERACY.RF.K.3.D: Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

CCSS.ELA-LITERACY.RF.K.2.C: Blend and segment onsets and rimes of single-syllable spoken words.

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