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Rhyming
With Seuss
Emergent
Literacy
• Rationale: As teachers we should all
want our students
to enjoy reading and learning new things about reading.
Children are introduced to nursery rhymes
and other rhyming words at a very young age even though they are not
aware of
the correct terms and its uses.
Students find rhyming words to be enjoyable and fun to find
common
sounds (phonemes) within the words. In
this lesson, students will practice reading and pointing out rhyming
words. They will also be able to make
list groups of rhyming words.
• Materials.
Green Eggs and Ham by Dr.
Seuss
Additional copies or
Xeroxed copies of Green
Eggs and Ham
Chart or marker/chalk
board to write rhyming words
Paper for books
(several pages for each group)
Markers/Crayons/Pencils
Copy of Twinkle,
Twinkle, Little Star
Magazines
• Procedures:
1.
Begin the
lesson by informing students that we are
going to be learning to find and create rhyming words.
First model how to recognize rhyming words: Today
we are going to learn about rhyming words.
Words that have similar sounds are called rhymes. Watch how I find the rhyming words in Twinkle,
Twinkle, Little Star. Read the
poem aloud and point out the rhyming words and why they rhyme.
Twinkle,
Twinkle, Little Star
How I
Wonder What You Are.
Star
and Are can be called rhyming words because they have similar ending
sounds. Let’s keep reading.
Up
Above The World So High,
Like
A Diamond In The Sky.
High
and Sky are also rhymes. They have
similar endings sounds even though they are not spelled the same. Does everyone see how I recognized the
rhyming words in this poem? Great! Now it’s your turn to try.
2.
Next
introduce
the book. Now we are going to read a
book called Green Eggs and Ham by Dr. Seuss and find the
rhyming words. I will begin reading
and I want you all
to follow along in your books. When you
feel comfortable begin reading aloud with me.
We will read through this a few times before we begin find
rhymes. Read Green
Eggs
and Ham a few times until the students can join you in reading the
story.
They will need a good feel for the rhythm and rhyme of this book.
Discuss the
events that occurred in the book. Afterwards
ask questions about the book such as: “What
was Sam doing… or not doing?”
3.
Next
have students find the rhyming words in the story.
Did anyone notice how most
of the words in the story sounded the same?
Those are called rhyming words.
Let’s look back at the book and find the rhyming words. I will write them on the board. Teacher should have a chart or board to
write the rhyming words so that the class can see them.
After all or most of the rhyming words have
been identified, review the words with the class and point out why the
words
rhyme.
4.
Sam, in Green
Eggs and Ham, gave
several different places where he would not eat green eggs and ham. We are going to use Sam’s ideas of rhyming
to list places where we can read. Who
can name a place where people like to read? Using Sam’s ideas as a guide the class (or
small groups) will brainstorm a list of places where people can choose
to read,
and especially places where your students like to read. Using chart
paper or
marker board, record the ideas generated.
5.
Introduce to students the idea that they
could create a book about the places where we can read—a book to share
with
other classes and/or their parents. We
are going to make our own rhyming book like Green Eggs and Ham. We are going to make our book using
places where we can read. Tell them
they can model the book on the rhythm and rhyme of Green Eggs and
Ham.
Start out with examples of your own, such as:
I can read
in the hall.
I can read at the mall.
I can read on Daddy's lap.
I can read after my nap.
5.
Students
will work in small groups to
make a rhyming book of their own.
Encourage your students to return to their list of places to
read and to
think of ways to make rhyming pairs like those in your examples. I
will separate everyone into groups.
Each group will make one book together.
You can use the places that we have listed on the board or you
can come
up with others. It’s your choice. Students will use invented spelling if
they are unsure of the spelling for words that are not on our list.
(Teacher
will transcribe correct spelling for final copy of book.)
6.
Extra
time or next day work: Help students decide how they want to illustrate
their
book. For example, they might want to choose one of the following
options:
a.
Draw
pictures of themselves reading in their favorite places and rhyming
places
(hall - mall).
b.
They
or the teacher take pictures of students reading in their favorite
places and
rhyming places, stage the places and have your students help design
their sets.
c.
Students
can use magazines to cut out pictures or find pictures on the Internet.
7.
Combine
the pictures and text, add covers and title page, and bind into a big
book that
is sure to be a favorite in your classroom library. You might want to
share it
with other classes and with parents.
Assessment: Teacher may
also
have a simple worksheet/quiz for students to complete at the end of the
lesson. Teacher may or may not take a
grade but this will help the teacher more accurately see how well the
students
understand the new concept.
Example
of Worksheet: Circle the pairs of rhyming
words.
1.
bed
and fed
2.
chair
and desk
3.
day
and bay
4.
tea
and sea
Review:
Have
other rhyming books in the classroom
that students can read for extra practice.
• Reference:
Dr.
Seuss. Green Eggs and Ham. 1960.
Random House.
Reading Everywhere
With Dr.
Seuss:
http://www.readwritethink.org/lessons/lesson_view.asp?id=109
Taylor, Jane. Twinkle,
Twinkle, Little Star. 1806.
Mother Goose.
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