- Opening A: I can match words that rhyme by the sounds I hear. (RF.K.2)
- When given a word, I can create a new rhyming word by changing the first sound in the word.
- Work Time A: I can point to each word in a poem as I read it. I can create a new rhyming word by changing the first sound. (RF.K.1, RF.K.2)
- I can point to each word in a line of memorized text.
- I can point to words in a shared text.
- When given a word, I can create a new rhyming word by changing the first sound in the word.
- I can print many lowercase letters.
- I can write the letter or letters for most of the consonants I hear.
- I can write the letter or letters for most of the short vowel sounds I hear.
Daily Learning Targets
Ongoing Assessment
- Observe students during the Opening and Work Time. Determine whether they can hear and match the rimes.
- Observe students during Work Time A. Determine whether they can follow along with the poem using one-to-one correspondence.
- Record students' progress on the Snapshot Assessment.
Agenda
Agenda |
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1. Opening (5 minutes) A. Make a Match 2. Work Time (10-15 minutes) A. Interactive Sentence Building 3. Closing and Assessment (2 minutes) A. Reflecting on Learning 4. Differentiated Small Group Instruction and Rotations (40-45 minutes) |
In Advance
- Copy and cut apart Rhyming Picture Cards.
- Write lines of interactive poem for display: "The Day the Vowels Went Away," with some words missing, on sentence strips or chart paper (see Teaching Notes for explanation).
- Prepare the 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)
- interactive, segment (L)
- fled (T)
Materials
- Rhyming Picture Cards (see supporting materials)
- Enlarged Interactive poem: "The Day the Vowels Went Away" (each line written on a sentence strip or on chart paper, with one word missing from some lines; see supporting materials)
- Snapshot Assessment (optional; one per student)
Opening
Opening | Meeting Students' Needs |
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A. Make a Match
"Now it's match time, now it's match time. Hear the words, hear the words. Match the endings together, match the endings together. Make a pair, make a pair."
1. Students stand in a circle to "fish" for matches. 2. Teacher says: "Today we are going to challenge ourselves to use what we know about rhyming sounds to match rhyming words together." 3. Teacher places Rhyming Picture Cards facedown in the middle of the circle. 4. Teacher says: "When I say 'It's time to fish,' each person is going to use his or her imaginary fishing pole to pick up a Rhyming Picture Card from the imaginary pond." 5. Teacher models using the imaginary fishing pole to pick up a Rhyming Picture Card. 6. Teacher says: "Once you have your Rhyming Picture Card, you will try to make a match. You will find the person who has a Rhyming Picture Card that rhymes with your Rhyming Picture Card. Once you've found that person, you have made a match! It's time to fish!" 7. Students "fish" for cards, find partners, and decide together whether their cards rhyme with each other. 8. Partners sit down when they find a match and share their rhyming words with the class, if time allows. 9. Teacher says: "We have just matched pictures that rhyme. Next, we will find missing rhyming words together." |
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Work Time
Work Time | Meeting Students' Needs |
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A. Interactive Sentence Building
"Now let's all be writers, word by word. Finish the sentences we just heard. When we choose a word, it will rhyme. It sounds just right, let's do it all the time!"
1. Teacher displays enlarged interactive poem: "The Day the Vowels Went Away" with some words missing (see Teaching Notes and supporting materials for guidance). 2. Teacher says: "It looks like some of the words for our poem are missing! Let's see if we can figure out the words that are missing!" 3. Teacher reads the first sentence of the poem: "All the writers were sad." 4. Teacher reads the second sentence of the poem with final word omitted: "They felt oh so _____." 5. Teacher says: "Hmm. What word would rhyme with 'sad' and make sense in this sentence?" ("bad") "How do we know that 'sad' and 'bad' rhyme?" (They both end with "-ad.") "Who can write the missing word 'bad' in our poem?" 6. Teacher guides a student volunteer in writing the word "bad" while the other students skywrite each letter. 7. Teacher asks: "What is the first sound we hear in 'bad'?" (/b/) "Right! And what letter says /b/?" ("b") "So how do we make the letter 'b'?" (Start at the ear line, pull straight down to touch the feet line and back up halfway to belly line, and make a curve around and back down to the feet line.) 8. Repeat with the middle and final sound. 9. Teacher rereads the two sentences, modeling one-to-one correspondence, as students follow along. 10. Teacher says: "I noticed that we needed to use a vowel in all the words we wrote! Let's see if that is always the case." 11. Teacher asks: "Is there at least one vowel in every word in this poem?" (yes) 12. Teacher and students read the poem aloud, noticing that each word has at least one vowel. |
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Reflecting on Learning
"What do you think would happen if the vowels went away? Why?" (Responses will vary.) |
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Differentiated Small Groups: Work with Teacher
Suggested Plan: Teacher works with the Pre-Alphabetic and Partial Alphabetic groups. At this point in the year, the teacher may be ready to meet with three rather than just two groups per day. If so, the teacher should work with students in the Full and Consolidated Alphabetic phases at least once per week. The teacher may choose to guide students through the suggested independent activity or refer to the possible practice activities.
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: Teacher guides students in sorting rhyming pictures. Pictures include: "hen," "ten," "fox," "box," "up," "cup," "dig," "pig," "cat," "hat," "sad," "mad," "wag," "bag," "fan," "can," "sun," "run," "rug," "bug," "dog," "frog."
- Teacher cuts apart Rhyming Picture Cards ahead of time.
- Teacher guides students in matching rhyming pictures.
- Consider giving students their own individual Rhyming Picture Cards and Rhyme Matching sheet and have them repeat the activity independently.
- Additional Supporting Materials:
- Rhyming Picture Cards (one set per student; used also in Opening A)
- Rhyme Matching sheets (one for teacher use; one per student)
- Scissors and glue sticks (one of each per student)
Partial Alphabetic:
- Practice activity: Students sort rhyming pictures. Pictures include: "hen," "ten," "fox," "box," "up," "cup," "dig," "pig," "cat," "hat," "sad," "mad," "wag," "bag," "fan," "can," "sun," "run," "rug," "bug," "dog," "frog."
- Students cut apart Rhyming Picture Cards.
- Students sort and paste pictures on Rhyme Matching sheet.
- Additional Supporting Materials:
- Rhyming Picture Cards (one set per student; used also in Opening A)
- Rhyme Matching sheets (one for teacher use; one per student)
- Scissors and glue sticks (one of each per student)
Full and Consolidated Alphabetic:
- Independent Practice activity: Students sort words by rime pattern.
- Students brainstorm words for each rime pattern.
- Students write the words on the appropriate Rime Sort sheet.
- Conference with students about Accountable Independent Reading.
- Choose a lesson from the K-2 Differentiation Packets to extend the students' learning. (Refer to the students' assessment data and the Assessment Conversion chart to determine an appropriate lesson or group of lessons.)
- Additional Supporting Materials:
- Rime Pattern Sort sheets (one per student)
- Scissors and glue sticks (one of each per student)
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