Rhyme Time

A. Wills
Multiple Subject Teacher

This lesson will introduce or reinforce word families and rhymes for young children and/or struggling readers.

Grade Level: K - 2nd

Subject: English/Language Arts

Length of Time: 20 - 45 Minutes

Common Core Alignment

CCSS.ELA-LITERACY.RF.K.2.A - Recognize and produce rhyming words.

Objectives & Outcomes

The learners will be able to identify rhyming words in the same word family with at least 80% accuracy. The learners will identify words within the word families of –at, -op, -ad, -all, -ake

Materials Needed

  • paper (1 sheet and several strips per student)
  • scissors (if students are doing cutting)
  • pencil and/or crayon
  • white board or overhead with markers
  • Dr. Suess ‘Cat in the Hat’

Procedure

Opening to Lesson

Begin the lesson by telling students that you are going to work on rhyming words. Explain that rhyming words tend to have the same letters at the end. Ask students if they can think of any words that rhyme. Tell students you are going to share a book that has lots of rhyming words. Share ‘ The Cat in the Hat’ pointing out rhyming pairs as you go.

Body of Lesson

  • Have students sit with plenty of room to cut. Give students one sheet of paper (see sample) and cut along the lines as shown. Younger children may benefit from having this completed for them. Also offer students one strip per word family you are using. (Three are shown below but more or fewer can be accommodated based on your students.) Have students write letters appropriate to the word families on each strip using three fingers between each for spacing. Sample strips are provided and can be copied if needed.
  • Demonstrate how to thread the strip through the cuts with the letters showing on top. (See sample)
  • Allow students to thread the strip into the slats that have been cut and read each word as the strip is pulled through. Remind students that each of the words in the family rhyme. After each student reads a few words, move on to the next. If a student is struggling offer help in sounding out the initial sound and ending, with a reminder that only the initial sound is changing. Struggling students may benefit from watching the first strip being read on an overhead.

Closing

Once all students have had a chance to read a few rhyming words, have students choose at least two words from a single family and draw pictures to illustrate that rhyming word pair.

Assessment & Evaluation

Students will show understanding by creating a take-home booklet to practice rhyming words. Students will be assessed by creating and then reading the words produced by the book.

Modification & Differentiation

Fewer word families can be used for struggling learners and for those who may need more of a challenge, letter blends can be used to create rhyming words.

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