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Rhyme Lesson Plan

Introduction

 Lesson Topic: Rhyme Reading Groups

 Length of Lesson: 40-45 minutes

 VA Standards of Learning

o K.1 The student will demonstrate growth in the use of oral language.

a) Listen to a variety of literary forms, including stories and poems.

b) Participate in choral speaking and recite short poems, rhymes, songs, and stories

with repeated patterns.

e) Recognize rhyming words.

o K.2 The student will use listening and speaking vocabularies.

f) Follow one-step and two-step directions.

o K.4 The student will hear, say, and manipulate phonemes (small units of sound) of

spoken language.

a) Identify orally words that rhyme.

c) Blend sounds orally to make words or syllables.

d) Divide one-syllable words into sounds (phonemes).

o K.5 The student will understand how print is organized and read.

a) Hold print materials in the correct position.

c) Follow words from left to right and from top to bottom on a printed page.

d) Match voice with print: syllables, words, and phrases.

o K.9 student will print the uppercase and lowercase letters of the alphabet

independently.
o K.11 The student will write to communicate ideas.

a) Draw pictures and/or use letters and phonetically spelled words to write about

experiences, stories, people, objects, or events.

b) Write left to right and top to bottom.

Learning Objectives

Students will:

 participate in choral speaking and echo reading of a short poem/rhymes

 demonstrate the concept of word by dividing spoken sentences into individual words

 identify words that rhyme

 generate rhyming words based on a given rhyming pattern

 repeat and follow one-step and two-step oral directions

 recognize that a word breaks down into individual phonemes

 demonstrate ability to hold printed material the correct way and turn pages appropriately

 locate and follow text with a finger, pointing to each word as it is read from left to right

and top to bottom

 use standard letter formation and pencil grip

 generate text to communicate and make meaning by creating drawings, letter strings,

scribbles, letter approximations, or other graphic representations, as well as phonetically

spelled words.

Teaching and Learning Sequence

Anticipatory Set

 Instruct students to turn their attention to the front of the room.


 Explain that they will listen to and work with a familiar poem in order to practice with

rhyming words.

 Ask, “Can anyone tell me a word that rhymes with dog? Ran? Sad?” Elicit responses.

 Explain: “Now that we know what some rhymes sound like, we are going to begin with

our poem, but I want you all to guess what the poem will be. I’ll give you a hint. This

poem is about something that has eight legs and rhymes with CIDER. Can anyone guess

what it is?”

 Once students have guessed the poem, display the big book of The Itsy Bitsy Spider, as

told and illustrated by Iza Trapani.

Lesson Development

 Instruct students to listen carefully so that they can tell you what the rhyming words are

in the poem.

 Begin reading, pointing to each word, and stopping on the page where the spider begins

to climb the spout again. Ask: “Did anyone hear the rhyming words?” Wait for

responses.

 Tell students, “Now we are going to read the poem again. This time, you all will follow

along, using your own special spider fingers to point to each word as I read aloud.”

 Distribute spider rings and individual poem copy to students. Pre-program which

students will receive orange, black, or purple spider rings as this will determine reading

groups.

 Instruct students to put on their spider rings and to find the title with their finger.

 Tell students to follow along, pointing at every word as it is read aloud.


 Read the poem, pointing to each word and stopping on the page where the spider begins

to climb back up the waterspout.

 Instruct students to turn back to the front cover. Explain: “This time, we will read aloud

together while we point to each word. Find the first word of the title, The Itsy Bitsy

Spider. Let’s begin.”

 Again point to every word and stop on the page where the spider goes back up the

waterspout.

 Tell students: “Now we are going to move through our reading groups, just like we have

been doing this past week. You may look at the work wheel to find out what group you

will work in to start. Students with purple rings will work together, orange rings

together, and black rings together. Remember to listen for the timer and look to the

wheel to find out where you go next.”

 Break students into their individual reading groups.

 Computer Group: Students will work individually at computers using GarageBand to

record themselves reading their copy of the Itsy Bitsy Spider or, for below level readers,

listen to a pre-recorded audio clip of the story. They will then listen to their recordings

using headphones, adding any effects if they have extra time, and track the words using

their “spider fingers” in their book. This center may continue beyond one day.

 Game Group: Students will have three different games to choose from.

o The “Alpha-bit” Cereal game: students work with a handful of Alpha-bit Cereal

pieces and place them on the correct section of the mat. If they choose, they may

count up the number of each of the letters found and write it with a dry erase
marker in the correct section. They may also try to find the specific letters of

their names and put them in the correct order at the bottom.

o Beginning letter object sort: students reach into the bag, choose an item and place

it on the correct letter mat according to its beginning letter.

o Rhyming Concentration: students spread out pairs of rhyming pictures face down

and take turns flipping to cards to get rhyming matches.

 Writing Station: Words programmed on pieces of paper will be supplied to students.

When the words are correctly put together, students will find a short sentence. They will

know that they are correct because the words will make the shape of a triangle (similar to

candy corn) and the pieces are color coordinated.

o Students will then copy each of the sentences and choose one to illustrate.

 Teacher Reading Station: Each group that works with the teacher will use the same book

but will have different activities to supplement the different abilities present in the class.

o Above Grade Level Group: students will listen to the book, In my Hat, pointing to

each word as the teacher reads.

 The students will then read out loud with the teacher, pointing to each

word.

 Students will then trace and read the words: cat, bat, hat, and rat.

 Students then write a sentence using one or more of the words and

illustrate their sentence.

o On Grade Level Group- Students will read through the book, In My Hat, with the

teacher, pointing to each word.


 After reading, they will work with index cards with the rime “–at”

programmed on it, and a hole cut out with a strip of paper that can be slid

so that different consonants are placed in front of the –at. They will sound

out the words.

 Students will also use “move-it, say it” mats to sound out each individual

phoneme of a word list set.

o Below Grade Level Group: students will listen to the book, In my Hat, pointing to

each word as the teacher reads.

 Students will read chorally aloud with teacher, pointing to each word.

 Students will work through the accompanying worksheet to In my Hat,

and cut and paste the correct onset with the correct rhyme and picture.

Closure

 Instruct students to return to seats.

 Ask students to give some examples of rhyming words. Ask students to use a rhyming

word in a sentence. Model one or two first: “The cat stretched on the mat.” Or “The pig

wore a wig.”

 Tell students that they can dance, do the finger-play, or clap their hands while they listen

to the Itsy-bitsy Spider song.

Homework

 Instruct students to take home their personal Itsy Bitsy Spider books and read aloud to

their parents 3 times.


 Show students the Spider Word-Web and instruct them to fill in the circles with rhyming

words that end in –at.

Assessment

Formative

 Observe student performance during the teacher station for correctly pointing to the

written words with one to one correspondence.

 Take note of students’ ability to sound out individual phonemes (move-it-say it activity)

 Take note of students’ ability to correctly match the onset to the rime on the “-at word

family practice” sheet.

 Collect students’ written work in other groups to observe ability to copy sentences.

Summative

 Look over students’ homework sheets to see if they we able to fill in circles with rhyming

words ending in –at.

References

Trapani, Iza (1993). The itsy bitsy spider. Massachusetts: Charlesbridge Publishing

http://www.hubbardscupboard.org/Word_Family_Booklet_3.1_-_at.PDF

http://www.starfall.com/n/N-info/level-a/make-a-word/at.htm