Get Rid of the Lid

Objective

Read and write words that end in –id.

Lesson Plan

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Target Words:

  • rid
  • lid
  • kid
  • slid
  • skid
  • did

Materials:

  • Lids (collected from the tops of jars, bottles, etc.) 
  • Word cards (see below)
  • Circular word cards with –id words and non –id words to attach to lids (see below)
  • Get Rid of the Lid chant (see below)
  • I Can Get Rid of a Lid target text (see below)
  • Word blending cards (see below)

State and model the objective 
Tell the children they will try to get rid of a lid by skidding it from kid to kid, and that they will read and write words that end in  –id: rid, lid, kid, skid, slid, did.

Practice the skill within an activity
Play Get Rid of the Lid game  

  • Have the children sit in a circle.
  • Read the Get Rid of the Lid chant (see below) and tell the children they will toss or pass a lid (with an –id word taped to it) from kid to kid to see which kid has the lid when they finish the chant.
  • Chant the words from target text (Get Rid of the Lid) as the children pass the lid from kid to kid.
  • Let the child who has the lid, when the chanting stops, hold up the square –id words for the children to read. Let that child be in charge of chanting in the next round.
  • Repeat game until each child has had ended with the lid once (optional).

Collect lids with –id words

  • Make lids with –id words and non –id words written on them (see circular –id words below).
  • Have the children sit in a circle with the lids in the middle.
  • Let the children choose lids to skid to another kid.
  • Have the children turn over the lid to read the word.
    • If the lid has an –id word the child gets to keep the lid.
    • If the lid has a non –id word then the child needs to get rid of the lid by putting it outside of the circle.
  • Let the children compare which –id words they got to collect.

Find lids with a certain –id word

  • Tell each child to collect a particular –id word.
  • Let the kids skid the lids from kid to kid.
  • Have the children keep the lid if it has his or her special –id word.
  • Continue to skid the lids until all children have all of their own –id lids.

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:
    • kid → did, lid → hid, rid → bid, slid → skid
    • rid → red, bid → bed, lid → lad  
    • bid → bit, hid → hip, lid → lip

Read target words in texts (see texts below)

  • Read the target text Get Rid of a Lid chant together with the children.
  • Read the target text again, fading support.
  • Have the children underline the words that end in –id.
  • Repeat with the target text I Can Get Rid of a Lid.

Write about the activity using target words/patterns

  • 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 sentence completion prompts:
      • We played ____  (get rid of the lid).
      • We got to _______ (skid a lid).
      • We got to (skid a lid) from (kid to kid).
      • We read the word ________(lid, hid, rid, etc.).
  • Give each child a paper and pencil and have them write words from dictation: rid, lid, kid, hid, did, slid, skid.
  • Give each child a whiteboard and have them write words from dictation, changing one or two letters each time to make a new word: rid, red, bed, bad, bag, big, bid, did, dad, had, hid, lid, slid, skid.

SEEL Target Texts

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I Can Get Rid of a Lid

I can get rid of a lid.
I can make it skid from kid to kid.
I can let it skid.  
The lid slid.  
It slid from kid to kid.

Get Rid of a Lid

Get rid of the lid.
Get rid of the lid.
Get rid of the lid.
 
*Give the lid to a kid.
*See which kid had the lid when the chant stops.

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/