Snap Open and Wrap

Objective

Read and write words that end in –ap.

Lesson Plan

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Target Words:

  • snap
  • wrap
  • scrap
  • cap
  • tap
  • nap

Materials:

  • Tin or plastic food containers that snap shut
  • Things to wrap: bottle caps, a cap to wear, map, scraps of paper or crayons, etc.
  • Cap with snaps and straps (see graphics)
  • Things that snap: twig, pretzel, ginger snap, carrot, celery, cracker, potato chip (optional)
  • Scraps of paper or cloth used to wrap the caps and things that go ‘snap’
  • Let’s Wrap a Snap and a Cap target text (see below)
  • Wrap and Wrap then Take a Nap target text (see below)
  • Tap, Rap, Snap a Tin Cap target text (see below)
  • -ap word cards (see below)
  • Word blending cards (see below)

State and model the objective

Tell the children they will practice reading and writing words that end in -ap: snap, rap, wrap, cap, tap.

Practice the skill within an activity

Explain that the word "snap" can be an object (something that holds a clothing item together), an action (like to snap an object into place), or a sound (/snap/ like when you snap your fingers).

Tap and rap on a can or tin to see if it will open (snap open the container)

  • Show the children various tin cans or other small storage containers that snap shut.
  • Let the children snap open the containers. As the children play, emphasize the /snap/ sound.
  • Try to open a tin can or container by tapping or rapping on it (explain to the children that "to rap" means to repeatedly hit an object).
  • Tell the children that the container will snap open and snap closed. 
  • Snap open and snap shut some containers.

Put things that snap in a container that goes ‘snap’

  • Put things in a ‘snap’ container that go ‘snap’ when you bend them (twigs, pretzels, ginger snaps, etc.), snap the items into two by breaking them in half.
  • Cut out and let the children place the –ap words into the container, reading the words one at a time.
  • Snap the container shut.

Unwrap the tin to find something that ends in -ap

  • Put things in a container that end in –ap (cap, scrap, snap, strap, flap, ginger snap, etc.), then wrap the container.
  • Hold the wrapped container on your lap.
  • Tap on the container to see if it will unwrap and comment how you cannot just tap and rap on the container to snap it open.
  • Let children unwrap the tin and pretend to be surprised to find a cap or snap or scrap in the can.

Wrap snaps and caps with scraps

  • Have the children choose something that ends in –ap (cap, scrap, snap, strap, flap, ginger snap, etc.) to wrap.
  • Give out scraps of paper to wrap caps.  Tell the children they only need little scraps of paper to wrap bottle caps.
  • Make flaps and straps with the paper scraps and comment (“Look, a strap made out of a scrap!”).
  • Let the paper flap over as the children wrap the caps, straps, etc.
  • After wrapping caps, have the children put the wrapped caps in their laps and pretend to take a nap. You can emphasize the –ap sound by saying things like, “You got to wrap caps. Put the caps in your lap and take a nap.”

Apply the skill

Identify, blend and manipulate sounds

  • With letters placed on cards or bottle caps, have the children make new words by changing the vowel or either of the consonants:
    • rap tap, map → lap, nap sap
    • sap snap, map mat man, rap rat ran
    • tap top; cap cup; lap lip

Read target words/patterns introduced in the activity (see target texts below)

  • Read the target text Let’s Wrap a Snap and a Cap together with the children.
  • Read the target text again fading support.
  • Have the children underline the words that end in –ap.
  • Repeat with the texts Wrap and Wrap Then Take a Nap and Tap, Rap, Snap a Tin Can.

Write about the activity using target words/patterns

  • Give the children a whiteboard and marker (or paper and pencil) and have them write words from dictation: cap, tap, rap, lap, map, etc. Have the children change one letter each time to make a new word: tap, tip, rip, rap, rat, bat, bit, lit, lot, pot, pet, met, mat, map, cap.
  • Engage the children in interactive writing about their experience. Review target words and phrases from the activities then present sentence frame, sentence completion, gestural, or question prompts incorporating target words and phrases. Provide verbal or written options if needed.
    • Example of an interactive text:
      • Let’s _____ (wrap) and _____ (snap) a _____ (cap).
      • We put a _____ (scrap) of paper in our _____ (lap). 
      • We put the _____ (snap) and the _____ (cap) on the paper.
      • We let the paper _____ (flap) over the _____ (cap) and _____ (snap).
      • That’s how to _____ (wrap) a _____ (snap) and _____ (cap).
    • Examples of sentence completion prompts:
      • I got to _____ (snap caps, wrap caps).
      • When I finished I was tired so I _____ (took a nap).
      • I can _____ (snap open) a tin and find things that _____ (snap).

SEEL Target Texts

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Tap, Rap, Snap a Tin Can

Tap on a tin can.
It does not open.
 
Rap on a tin can.
It does not open.
 
Snap the lid to open the can.
Snap the lid to shut the can.
Snap the lid open and shut.
 

Wrap and Wrap Then Tap a Nap

Wrap a cap, a map, some straps, some snaps. 
Wrap a cap in your lap.
Get a scrap.
Slap the cap on the scrap.
Slap the scrap down to make it lay flat. 
Make a flap with the scrap.
Wrap the cap with a scrap.
Tap the cap and the scrap as you wrap. 
You wrapped a cap!
Now wrap the map, the straps, and some snaps.
Clap, clap, clap!
Now take a nap.

Let's Wrap a Snap and a Cap

We put a scrap of paper in our lap.
We put the snap and the cap on the paper.
Let the paper lap over the snap and cap.
Then we make a flap.
Then we make another flap.
That’s how to wrap a snap and cap!!
 

Printouts

Standards

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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/.)

http://education.byu.edu/seel/library/