Ingrid Caldwell
Emergent Literacy
 
 

Time to Rhyme


Rationale:  Students will become familiar with rhyming words.  They will recognize phonograms in a variety in a variety of different words.  They will also use phonograms to create new words.  Examples of phonograms are: at= cat, hat; ick= stick, lick

Materials:  Cat in the Hat by Dr. Seuss
                  One printed not card per student
                  Lined paper, pencils

Procedures:
1. Begin by asking students what they know about rhyming words.  Ask the class for some examples and write them on the board.  You could even ask the students, “Can any of you recite a nursery rhyme or poem to the class that uses rhyming words?”
2. After that, start discussing what makes words rhyme.  Discuss the ending sound of each word.  “Okay class, now clear your desks.  I am going to pass out some notecards.  Each notecard has a phonogram printed on it that is found in Cat in the Hat by Dr. Seuss.”
3.  Now, I am going to read Cat in the Hat.   I want each of you to hold up your notecard with your phonogram on it when you hear me read the word. Remember class, the word on your note card will be within a word, not all alone.  For example: you may have at written you your notecard, so you should raise the card you if you hear cat or hat.
4.  After the book is read, review the concept of a rhyme using a whole class approach.  Next, divide the students into groups of three and tell the groups to place their notecards in a row so all the group members can see them.  Give the students a certain amount of time (around 10 minutes) to write down as many words that contain the phonograms on their cards.  They may even be allowed to make up words.
5.  Review what each group has done.  After going over the words the groups have made up, tell the class, “Okay boys and girls, in order to finish, I want each of you to say two words that rhyme together.”

Assessment:  While the book was being read, the students hold up their notecards showing how well they recognized phonograms.  The list of words the groups made showed how well they used phonograms to recognize new words and how well they rhymed.
 

Reference:  J. Lloyd Eldridge (1995).  Teaching Decoding in Holistic classrooms.  Englewood Cliffs, NJ:  Nerrile
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