A Rat, a Cat, or a Bat

Objective

Read and write words ending in –at.

Lesson Plan

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Target Words:

  • rat
  • cat
  • bat
  • fat

Materials:

  • Whiteboard and marker (or paper and pencil)—1 per child
  • Drawing Instructions—1 fper group of children
  • A Rat, a Cat, or a Bat story (see target text below)—1 per child
  • Word blending cards (see below)

State and model the objective
Tell the children that today they get to draw a magic rat, cat, and bat as they read and write words ending in –at

Practice the skill with an activity

Is it a Rat, a Cat, or a Bat?

  • While telling the story, A Rat, a Cat, or a Bat, draw a rat, cat, and bat, described as follows (see graphics for a visual representation):
    • To draw a rat: Draw a small circle sitting on top of the larger circle, dots for eyes and nose, two round ears, whiskers, and a long thin tail in a rainbow shape to the right. Write rat underneath it and have the child read the word altogether.
    • To change the rat into a cat: Draw pointed ears over the round ears and make the tail fat. Change the letter R in rat to the letter C to make cat. Have the children read cat altogether.
    • To change the cat into a bat: Extend the tail to look like a bat wing.  Draw a wing on the left of the bat. Change the letter C in cat to the letter B to make bat. Have the children read bat altogether.
  • Hand out a white boards and marker to each child (or a paper and pencil). Take them through each step of drawing a rat, a cat, and a bat.

Apply the skill

Identify, blend, and manipulate sounds

  • With word blending cards (see below), have the children make new words by changing either of the consonants or the vowel:
    • rat cat; fat  bat; sat pat
    • pat  pot; cat cut; bat bit
    • bat  bag; cat car; rat ram

Read target words within a text

  • Give each child a copy of the A Cat, a Bat, or a Rat story (see target text below).
  • Have each child underline the words ending in –at.

Write about the activity using target words and phrases

  • As a class, create a list of –at words on the white board.
  • Have the children write under their drawn rat, cat and bat: I am a rat. I am a cat. I am a bat.
  • Tell each child to write a few sentences in which they describe how they get to draw a rat, a cat, and a bat. Encourage them to use as many –at words from the board as they can.

SEEL Target Texts

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A Rat, a Cat, or a Bat?

I once had a little pet rat.  He was a nice little rat with round ears, whiskers, and a little tail.  I had so much fun playing with my rat.  
 
But you know, there was also this cat in my house that would chase after my rat.  The cat had a big tail and pointy ears.  I was afraid the cat would eat my rat, so I picked up my rat and said, “No, cat!  Don’t chase my rat!”  The cat was sorry, and so we let him play with us.  
 
Then, out of nowhere, we saw something fly across the room; it was a bat!  It had big black wings and pointy ears like the cat.  It flew down and we all played together:  rat, cat, and bat!

Printouts

SEEL At Home

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Print

Objective
Read and write words ending in -at (e.g., cat, rat, hat).

Materials 

  • Is it a Rat, a Cat, or a Bat? story  and drawing instructions (see below)
  • Paper and pencil

Activity: Is it a Rat, a Cat, or a Bat?

  • Ask your child if he or she remembers how to draw a rat, a cat and a bat.
  • Read the Is it a Rat, a Cat, or a Bat? story with your child, while drawing a rat, bat, and cat as described (see drawing instructions):
    • To draw a rat: Draw a small circle sitting on top of the larger circle, dots for eyes and nose, two round ears, whiskers, and a long thin tail in a rainbow shape to the right. Have your child write rat underneath it.
    • To change the rat into a cat: Draw pointed ears over the round ears and make the tail fat. Have your child change the letter Rr in rat to the letter Cc to make cat.
    • To change the cat into a bat: Extend the tail to look like a bat wing.  Draw a wing on the left of the bat.  Have your child change the letter Cc in cat to the letter Bb to make bat.
  • Have your child underline all the -at words in the Is it a Rat, a Cat or a Bat? story.
  • The activity can be repeated several times.

Cat-rat-bat

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/