Rhyming With Seuss

Emergent Literacy

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Jordan McWilliams

 

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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