Pin in a Bin

Objective

Read and write words that end in –in.

Lesson Plan

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Target Words:

  • bin
  • in
  • tin
  • grin
  • win

Materials:

  • Tin cans WITHOUT sharp edges of different sizes (e.g., a tiny candy mint tin, a bigger food container tin, etc.)
  • A bin (a bin for clothes or a storage box/bin)
  • Fit a Tin in a Bin target text (see below)
  • Get a Pin in a Bin target text (see below)
  • Spin the Tin target text (see below)
  • Pin graphics (see below)
  • Word blending cards (see below)
  • Two tins that are identical (twin tins) – (optional)

State and Model the Objective
Tell the children that they will try to fit and spin tins and pins in a bin and read and write words that end with –in: bin, in, tin, grin, win, pin, spin, twin.

Practice the skill within an activity

Fit a tin in a bin

  • Show the children a bin and a tin. Comment that they both hold things.
  • Ask, “Will this tin fit in the bin?” Then place the tin in the bin.
  • Show a small tin and let the children place the small tin inside a bigger tin. Comment on how a tin is in a tin.
  • Show twin tins (tins that are identical). Demonstrate how you can’t fit one inside the other.
  • Pretend to try to fit a big tin in a small tin. Comment on not being able to fit a big tin in a small tin.
  • Put in a pin inside a small tin, put the small tin inside a big tin, and put the big tin in a bin.
  • Comment that a pin is in a tin and a tin is in a tin and a tin is in a bin then laugh about how silly it is and say, “that makes me grin!”

Get a pin in a bin

  • Give the children paper pins.  
  • Place a bin on the ground.
  • Have the children spin around and then drop a pin to see if it gets in the bin.
  • Have the children stand still and try to get the pin in the bin while someone spins the bin. 

Spin the tin to win 

  • Have the children write their names on paper pins.
  • Let them place the pins in a tin.
  • Spin the tin around so that it is hard to keep track of where each person’s pin is in the tin.
  • Let each child pull out a paper pin to see if they get their own pin, the one with their name on it.  
  • When a correct pin is chosen have the child exclaim, “I win!  I got my pin.”

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:
    • tin bin, pin win, chin shin, spin skin
    • tin tan, pin pen, bin bun
    • pin  pit pot, bin big bog, win wish wit

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

  • Read the text Fit a Tin in a Bin. 
  • Read the text again fading support.
  • Have the children underline the words that end in –in.
  • Repeat with the other texts.

Write about the activity using target words/patterns

  • Play a “pass the tin” game with the children. 
    • Have the children sit in a circle and pass a tin around.
    • As children get the tin, have them say the word tin and then turn the word tin into another -in word by changing the initial consonant.
    • Write each new word on the board.  
    • Repeat the game, but this time, have children write their new –in word on a piece of paper and put it in the tin.
  • Give each child a paper and pencil and let them write words from dictation: tin, bin, in, pin, grin, twin, spin, win, chin, shin, din.
  • Give each child a whiteboard and have them write words from dictation, changing one or two letters each time to make a new word: in, tin, bin, bit, bat, fat, fit, fin, win, twin, din, pin, spin, skin, shin.
  • Engage the children in interactive writing about their experience by generating sentence frames and letting the children fill in target words and phrases
    • We can fit a small _____ (tin) in a  _____ (big tin, big bin, etc.).
    • We put a _____  (pin in a tin, tin in a bin, etc.)
    • We had to _____  (spin) around and get a _____  (pin in a bin).
    • We wanted to get ____  (pins).
    • We wrote our names on paper _____  (pins).
    • We put our paper _____ (pin in a tin).
    • We had to _____ (spin a tin) and find our _____ (pin to win).

SEEL Target Texts

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Fit a Tin in a Bin

I can fit a tin in a bin.
And I can fit a tin in a tin.
And I can fit a tin in a tin that’s in a bin!
And I can fit a pin in a tin that’s in a bin.
How silly!
That makes me grin!

Get a Pin in a Bin

Try to get a pin in a bin.
Shut your eyes.
Spin around and drop the pin.
See if the pin gets in the bin.
Did the pin get in the bin?

Spin the Tin

Put names on a pin.
Put the pins in a tin.
Spin the tin around.
Pull out a pin.
Did you get your pin?
Did you get the pin with your name on it?
Did you win?

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/