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A lesson on Word Patterns and Identification using the book Goodnight Moon


Language Arts  


K, 1  

   Language Arts
Word Identification and Recognizing Word Patterns using Goodnight Moon
Prepared by: Susan Stuart
(adapted from Kate Colosimo)

Grade Level: Kindergarten - 1st Grade
Duration: 35-40 minutes


The students will be able to identify word patterns and words from a selected list of content words in the text of Goodnight Moon. (I selected twelve content words in the text that appeared at least twice. This number can be modified to meet the objectives of the teacher and number of students in the class.)

Resources and materials

Goodnight Moon, by Margaret Wise Brown (big book preferable)

24 index cards or oaktag cut 3 X 5 (twelve containing the words: balloon, moon, room, mouse, cow, comb, bears, chairs, kittens, mittens, mush, brush; and twelve containing copies the corresponding pictures from the text).


Begin by asking several students to retell the story in their own words, highlighting the key ideas in the text that the students recall. Ask several students to share their favorite parts of the story. Prompt the students, if necessary, until all of the content words in the lesson have been spoken aloud and each student has had an opportunity to speak.


Pass out the oaktag word cards and oaktag picture cards making sure there is a one-to-one correspondence within the class. If there is an odd number of students, then the teacher takes one also.

After the students have had an opportunity to look at their card, ask them to hold their card in front of them so that everyone in the circle may see. Allow time for the students to look at all of the other students cards. After a sufficient time, ask students if they can identify the student that is holding the picture or word that matches their card. Assist the students by matching pairs of picture cards and word cards, if necessary, until they demonstrate an understanding of what you are asking them to do.

Once all the students are matched up, ask them if they notice anything about the picture cards and word cards they are holding. Assist them in identifying, if they are not able to do so on their own, that the pictures and words are all from the story Goodnight Moon. Explain that they were all able to match the picture in the story with the word as it appears in the text!

As a whole class, ask the students to sit back down in their pairs and discuss between themselves what they notice about their word. Give them sufficient wait time before prompting them, if necessary, to look at beginning letter(s), ending letter(s), beginning sound, ending sound, letter patterns, rhyming sounds, or whatever you want to focus their attention on.

Call the group back into a whole and select one pair to share what they observed about their word. For example the students with the balloon word card may say they noticed their word begins with the letter b. Ask if any other pairs noticed their word begins with the letter b. Make a list of each observed word pattern until all the possibilities are exhausted.


When the lists are completed ask students to make observations about the lists. Prompt the students with questions such as which list had the most words? Which list had the least words? Which list had the longest word(s)? Continue until an observation has been made about each list. Discuss with students how when they are reading they can look at the words to see if they notice word patterns.


Reread the story Goodnight Moon, except the student pairs are going to be on the lookout for their word. When you come to their word they should stand up and point out their word in the text. The students will identify the content word in the text and name at least on word pattern for their word.

The word cards can be added to their word bank or added to their word wall.

E-Mail Susan !

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