The Ram Eats Ham and Jam


Read and write words that end in –am.

Lesson Plan

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Target Words:

  • jam
  • ram
  • ham
  • clam
  • bam
  • wham


  • A large picture of a ram on a poster board with his mouth wide open (cut a hole where it’s mouth should be that is big enough for the –am words to fit in.) Staple a plastic baggie behind the ram’s mouth to “catch” the –am words as the children put them in the ram’s mouth (see below) 
  • Feed the Ram song (see below)
  • -am food pictures (see below)
  • -am word cards (see below)
  • Word blending cards (see below)
  • We Fed My Ram Some Ham target text (see below)

State and model the objective 
Show children the picture of the ram, and tell them they will get to feed the ram foods that end in –am: ram, jam, yam, ham, clam, scram, bam, wham.

Practice the skill within an activity

Feed the ram –am words

  • Show the children the picture of a ram (see graphics) and tell them he likes to eat foods that end in –am.
  • Sing the Feed the Ram song (see below), and show the children each of the –am food pictures as you sing the song. 
  • Have each child choose an –am food card and read it out loud. 
  • Sing the song again (or as many times as necessary) and let each child take a turn putting one of the –am foods into the ram’s mouth. 

Play a “Scram!” game

  • Print two sets of –am word cards (see below).
  • Post one set on the walls in visible places around the room.
  • Have the children sit down in a line where they can see the –am word cards, far enough away that they can “scram” to them.
  • Put the other set of –am word cards in a pile on the floor in front of the children.
  • Explain to the children that “scram” means to run away quickly.
  • Model for the children how to “scram”, and have a few children show how they can “scram.”
  • Tell the children they will get to scram to an –am word.
  • Have one child choose an –am word from the pile, and read it out loud.
  • Ask the children to scram to the matching word on the wall. (Optional: Divide the children into smaller groups to scram to –am words, and take turns.) 

Play a “Bam!” game

  • Make several copies of the –am word cards (see below).   
  • Have the children sit in a circle, and place the cards in the middle of the circle, face down in a pile.
  • Tell the children you will turn over the cards one at a time, and they will read the word on the card.
  • Choose one of the –am words and tell the children that when it is turned over, they will slap their hand on the ground and say, “Bam!”
  • Repeat the game several times using a different –am word to say “Bam!”   

Apply the skill

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:
    • ram → jam, bam → yam, scram → clam, ham → wham   
    • ram → ran → rat, clam → clap, scram → scrap, ham → hat → had
    • ham → him → hum,  ram → rim

Read target words in a text

  • Read the target text We Fed My Ram Some Ham (see below) together with the children.
  • Read the target text again, fading support.
  • Have the children underline the words that end in –am

Write about the activity using target words/patterns

  • Give the children paper and pencils and have them write words from dictation: ram, jam, yam, ham, bam, clam, scram, wham
  • Give the children a whiteboard and have them write words from dictation, changing one or two letters each time to make a new word: ham, him, hid, lid, lip, slip, ship, shop, pop, hop, hot, hit, sit, sat, cat, hat, ham, wham. 
  • Write about the experience by generating sentence frames and letting the children fill in target words and phrases:
    • A boy sheep is called a _______ (ram).
    • We fed the ram  ____  (a yam, a clam, ham, jam).
    • When we run away quickly, we _______ (scram).
    • We scrammed to the word ________(yam, clam, ham, bam, scram, jam, wham).
    • When we turned over a card, we said _______(bam).

SEEL Target Texts

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Feed the Ram Song

This is a big ram who likes to eat ham.
I don’t know why he likes to eat ham.
Feed the ram.
This is a big ram who likes to eat a yam.
I don’t know why he likes to eat a yam.
Feed the ram.
This is a big ram who likes to eat a clam.
I don’t know why he likes to eat a clam.
Feed the ram.
This is a big ram who likes to eat jam.
I don’t know why he likes to eat jam.
Feed the ram.

We Fed My Ram Some Ham

We fed my ram.  
We fed my ram toast and jam. 
We fed my ram ham.  
We fed my ram yam.  
My ram ate: toast and jam, a slice of ham, and buttered yam.  
Toast and jam, a slice of ham, and buttered yam.  
I didn’t think a ram would eat ham. 
I didn’t think a ram would eat jam. 
I didn’t think a ram would eat a yam. 
But he did!
That is why he is a silly ram.



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CCSS.ELA-LITERACY.RF.K.3.B: Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

CCSS.ELA-LITERACY.RF.K.2.D: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)