Read and write words that end in –in.
- 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
- Get a Pin in a Bin target text
- Spin the Tin target text
- Pin graphics
- Word blending cards
- Two tins that are identical–(optional)
The children will try to fit and spin tins and pins in a bin as they read and write words that end with –in such as bin, in, tin, grin, win, pin, spin, and twin.
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) and 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, 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
- 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
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.
That makes me grin!
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 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?
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/.)
Pin in a Bin