- Opening A: I can identify the name and sound for the letters "a," "t," "h," "p," "n," "c," "m," "r," "v," "s," "g," "i," "d," "f," "l," "k," and "y." (RF.K.3)
- I can say the sound that each consonant letter makes in words.
- I can identify the most common, single graphemes (letters) for short vowels.
- Work Time A: I can identify and produce words that rhyme. (RF.K.2)
- I can listen to a list of three rhyming words and create a new rhyming word with a different sound (provided by the teacher; example: "pat," "bat," "hat," /s/).
- I can listen to a line of text containing two rhyming words, and pick out and say the two words.
- When given a word, I can create a new rhyming word by changing the first sound in the word.
Daily Learning Targets
Ongoing Assessment
- Observe students during Work Time A.
- Determine whether they can identify the rhyming words in lines of the poem.
- Also determine whether they can produce a new word that rhymes when provided with a new initial sound.
- Record students' progress on the Snapshot Assessment.
Agenda
| Agenda |
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1. Opening (5 minutes) A. Letter-Sound Chant: "a," "t," "h," "p," "n," "c," "m," "r," "v," "s," "g," "i," "d," "f," "l," "k," and "y" 2. Work Time (10 minutes) A. Rhyme Time 3. Closing and Assessment (2 minutes) A. Reflecting on Learning 4. Differentiated Small Group Instruction and Rotations (40-45 minutes) |
In Advance
- Prepare:
- Enlarged poem: "Can a Yak Jump Up?" (handwrite on chart paper, display electronically, or enlarge a photocopy)
- Snapshot Assessment (optional; one per student)
- Gather materials for differentiated small group instruction (see Differentiated Small Groups: Work with Teacher).
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T)
- rhyme, rhyming (L)
Materials
- Enlarged poem: "Can a Yak Jump Up?" (for teacher to display; from Lesson 41)
- Large pointer (optional; for teacher to point to words in poem as the class recites)
- Poetry notebooks (from Lesson 41)
- Articulatory Gestures chart (from Lesson 41)
- Snapshot Assessment (optional; one per student)
Opening
| Opening | Meeting Students' Needs |
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A. Letter-Sound Chant: "a," "t," "h," "p," "n," "c," "m," "r," "v," "s," "g," "i," "d," "f," "l," "k," and "y"
"Now let's say the alphabet, letter by letter. Here is the letter, here is the sound. When we chant together, we sound great. Listen up to the sounds we make!"
1. Teacher says: "Today we will do a Letter-Sound Chant with ALL the letters we have learned so far." 2. Teacher models the Letter-Sound Chant for "k": "'k,' kangaroo, /k/," and repeats. 3. Teacher asks students to join in the Letter-Sound Chant for "k": "'k,' kangaroo, /k/," and repeats. 4. Repeat steps 2-3 with: "a," "t," "h," "p," "n," "c," "m," "r," "v," "s," "g," "i," "d," "f," "l," and "y." 5. Teacher says: "Great job! Knowing the sounds for letters will help us become better readers." |
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Work Time
| Work Time | Meeting Students' Needs |
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A. Rhyme Time
“Now it’s rhyme time, now it’s rhyme time. Hear the sounds, hear the sounds. Listen for the pattern, listen for the pattern. At the end, at the end.”
1. Teacher says: “We’re going to explore some sounds in words in the poem again today, but before we do that, we’re going to play a game. I’ll say two words, and you will repeat them. Then we will figure out whether or not the two words rhyme.” 2. Teacher says: “park” and then the word “dark.” 3. Teacher invites students to say both words. 4. Teacher asks: “Do these words rhyme?” (yes) “How do you know?” (They sound exactly the same at the end.) “What part of the word helps us know that they rhyme? The beginning or the end?” (end) “What is the beginning sound in ‘park’?” (/p/) “What is the ending chunk in ‘park’?” (/ark/) “What is the beginning sound in ‘dark’?” (/d/) “What is the ending chunk in ‘dark’?” (/ark/) “Who can make a word that rhymes with ‘park’ and ‘dark’ and begins with /m/?” (mark) “Who can make a word that rhymes with ‘park,’ ‘dark,’ and ‘mark’ and begins with /h/?” (hark) 5. Teacher says: “These words all have the same sound pattern at the ending of the word. We hear the same pattern, /ark/, at the ending of these words. We can say these words rhyme because they follow the pattern of /ark/ and the ending. Let’s try with some different words.” 6. Repeat steps 2–5 with word sets: “feet,” “beet”; “play,” “day.” 7. Teacher says: “We know there’s a wonderful rhythm and beat to our poem. Yesterday, we tapped to hear the beats in words." "Who remembers what we call those beats in words?” (syllables) 8. Teacher says: “Today, let’s feel the rhyme in the poem. We’ll jump when we hear the words that rhyme.” 9. Teacher and students recite the first two lines of the poem aloud, jumping for the words “play” and “day.” 10. Invite students to stand and do this together, thinking about what two words they are jumping on. 11. Teacher asks: “Which words did we jump on?” (“play,” “day”) “What do you notice about those words?” (they rhyme) “What part of the word makes them rhyme? The beginning or the ending?” (ending) “What pattern did you hear in those rhyming words?” (/ā/) 12. Repeat steps 8–11 with the remainder of the poem. 13. Teacher says: “Let’s read the poem aloud together now, feeling the rhyme in our bodies and mouths.” 14. Teacher and students recite the poem together, jumping for the rhyming words. |
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Closing & Assessments
| Closing | Meeting Students' Needs |
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Reflecting on Learning
"How do we know that 'day' and 'play' are rhyming words?" (have the same ending sound) "How might knowing rhyming words help us with reading and writing?" (Responses will vary.) |
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Differentiated Small Groups: Work with Teacher
Suggested Plan: Teacher works with the Pre-Alphabetic and Early Partial Alphabetic groups. Teacher may meet briefly with the Late Partial and Early Full Alphabetic groups to get them started on independent work.
Note: Groups not working with the teacher at a given time should be engaged in purposeful independent rotation work. Refer to the Independent and Small Group Work guidance document (see K-2 Skills Resource Manual) for more details.
Pre-Alphabetic:
- Practice activity: Rhyme Match.
- Students work with teacher to find pictures of words that rhyme. There are 10 pairs of words:
- "swan"/"yawn," "king"/"ring," "boys"/"toys," "bee"/"key," "sock"/"clock," "sled"/"bed," "truck"/"duck," "frog"/"dog," "star"/"car," "pie"/"tie"
- Teacher cuts apart the words ahead of time for one set of cards (teacher set).
- Starting with just four cards (for example: "sock" and "clock"; "sled" and "bed"), teacher supports students as they say the name of each picture.
- Students and teacher work together to match the pictures that rhyme.
- Repeat with the remaining six cards.
- If time allows, students cut out (or teacher cuts out beforehand) a set of Rhyme Match Cards for each student or set of partners.
- Students repeat the activity with less teacher support.
- Possible variation: Memory. Mix up the teacher set of cards (or student/partner sets) and lay all cards facedown. Students take turns turning over two cards, determining if they match/rhyme. Student keeps cards if they identify a set of rhyming words.
- Possible variation: Each student cuts out a set of cards (or teacher cuts out beforehand). Students glue matching cards (rhyming words) next to each other.
- Additional Supporting Materials:
- Rhyme Match Cards (one set for teacher)
- Optional:
- Scissors and glue sticks (one of each per student)
- Copies of Rhyme Match Cards (one per student)
- Blank piece of paper (one per student)
Early Partial Alphabetic:
- Practice activity: Rhyme Match.
- Students work with teacher to find pictures of words that rhyme. There are 10 pairs of words:
- "swan"/"yawn," "king"/"ring," "boys"/"toys," "bee"/"key," "sock"/"clock," "sled"/"bed," "truck"/"duck," "frog"/"dog," "star"/"car," "pie"/"tie"
- Teacher cuts apart words ahead of time.
- Teacher spreads all of the cards out and supports students as they say the name of each picture.
- Students match the pictures that rhyme.
- If time allows, play Memory with the cards.
- Mix up the teacher set of cards (or student/partner sets) and lay all cards facedown.
- Students take turns turning over two cards, determining if they match/rhyme.
- Students keep cards if they identify a set of rhyming words.
- Possible variation: Each student cuts apart a set of cards (or teacher cuts out beforehand). Students glue matching cards (rhyming words) next to each other.
- Additional Supporting Materials:
- Rhyme Match Cards (one set for teacher)
- Optional:
- Scissors and glue sticks (one of each per student)
- Copies of Rhyme Match Cards (one per student)
- Blank piece of paper (one per student)
Late Partial and Early Full Alphabetic:
- Independent practice activity: Rhyme Match.
- Students work independently to match the words that rhyme. There are 10 pairs of words:
- "swan"/"yawn," "king"/"ring," "boys"/"toys," "bee"/"key," "sock"/"clock," "sled"/"bed," "truck"/"duck," "frog"/"dog," "star"/"car," "pie"/"tie"
- Students cut apart the cards.
- Students spread all of the cards out and say the name of each picture.
- Students match the pictures that rhyme.
- Individually, students glue their matches on a blank piece of paper.
- Before students glue the matches onto paper, consider pairing them and having them use one set of cards to mix them and lay them out facedown. Students can take turns turning over two cards, saying the word for each picture, and determining if they have a match (i.e., if the words rhyme).
- Additional Supporting Materials:
- Copies of Rhyme Match Cards (one per student)
- Scissors and glue sticks (one of each per student)
- Blank piece of paper (one per student)
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