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Summary:
Students will listen and recognize rhyming words using poetry or rhyming books.
Main Curriculum Tie:
English Language Arts Kindergarten
Reading: Foundational Skills Standard 2 a.
Recognize and produce rhyming words. Materials:
- Poems or rhyming books (big books if possible)
- Pocket chart and strips
- Highlighter tape or other method of highlighting (Wikki Stix)
- Letter tiles
- Anchor word chart
Background For Teachers:
Phonogram list (pdf)
Attachments
Intended Learning Outcomes:
Students will recognize and identify rhyming words using a poetry selection or rhyming book. Instructional Procedures:
This is a generic lesson plan for teaching rhyming words using a word family or chunk. It includes three steps:
- An Introduction with the whole group instruction using modeling and practice
- Guided Practice with a small group
- Independent activities
Introduction
- Introduce the rhyming word family /at/ by saying the word "cat" and having the children listen for the ending sound /at/.
- Repeat several words using the onset and rhyme method. (Saying the first sound and then the ending part.)
- Read the poem or rhyming book to the children emphasizing the words that rhyme.
- Reread the poem or book and allow the children to fill in the word that rhymes.
- Reread the poem or book and highlight the words that rhyme. (A big book or chart with the poem written on it would be helpful to do this task.)
- Copy the poem on sentence strips and place in a pocket chart.
- Allow the children to find a word that rhymes and place it appropriate pocket.
Guided Practice
- Using the chunk or phonogram complete the following activities:
- In small groups do a picture sort of the words that rhyme.
- Have students rhyme words using a song. (ie. If you're happy and you know it say a rhyme.)
- Teacher has a picture and the student that has the picture that rhymes holds it up and says the rhyme.
- Students can find the rhyme from their picture and pick up the picture that rhymes.
- Other rhyming songs or poems can be adapted in similar ways.
- Say two words and let the children decide if they rhyme. If children have difficulty, segment the word or do onset and rhyme to help the children.
- Show a strip with three or more pictures that all rhyme, except for one. Give each child a turn at finding the word that does not rhyme. This activity could be used in a center (make sure the strip is laminated) and the children can say the pictures and circle the words that rhyme or the word that does not rhyme.
- As additional phonograms are learned more differentiation could be used.
Independent Activities (Could be center activities.)
- Students can glue picture sorts in appropriate phonogram labeled pages.
- Circle the pictures on a strip that rhyme.
- Match rhyming words as additional phonograms are introduced. This would be continued throughout the year for review.
Strategies For Diverse Learners:
Those children who have difficulty can have additional practice in small group instruction. Those children who need a challenge can match rhyming words instead of pictures.
Assessment Plan:
The teacher observes the student's performance on the various activities. As children glue their word sorts the teacher can use this as an assessment.
Author:
LINDA MINER
MICHELLE RODERICK
ROBYN JOHNSON
Created Date :
Aug 01 2005 13:31 PM
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