"Lesson Plan - Phoneme Rhyming"
Lesson Plan 2 – Rhyming Investigation Rachel Fulton, SPED Graduate Student April 12, 2010 San Francisco State University, EED 882 San Francisco State University My interest in this language arts lesson stems from our last class discussion regarding the dissemination of words using pre-fixes, roots, and suffixes. It is my belief that early exposure to rhyming word groups may emphasize attention upon phoneme patterns. This leads me to believe that the ear would essentially be trained to recognize repeated language components. As a result, this may transfer to future meaning based phonetic analysis of pre- fix, root, and suffix patterns. Basic Information Name of Lesson: One Fish, Two Fish, Red Fish, Blue Fish Grade Level: 1 Domain: Reading Strand: Word Analysis, Fluency, and Systematic Vocabulary Development Sub-strand: Concepts About Print & Phonemic Awareness Standard: 1.1 Match oral words to printed words. 1.2 Identify the title and author of a reading selection. 1.4 Distinguish initial, medial, and final sounds in single-syllable words. 1.6 Create and state a series of rhyming words, including consonant blends. 1.7 Add, delete, or change target sounds to change words (e.g., change cow to how; pan to an). Reference: http://www.cde.ca.gov/ci/cr/cf/documents/rlafw.pdf Reading/Language Arts Framework for California Public Schools, Pg. 69 http://www.eduref.org/cgi-bin/lessons.cgi/Language_Arts An Educator's Reference Desk Instructional Setting Instructional Setting: X Single Student Small Group X Whole Class Lesson Description and Objectives General Description of Student will be provided with word endings (phonograms) that Lesson: highlight attention upon the rhyming words found in One Fish, Two Fish, Red Fish, Blue Fish by Dr. Seuss. Students are instructed to write down on their worksheet the words with matching endings that appear in the book. The reading and spelling of those words will then be reviewed as a class. Finally as a closing activity, students will individually circle and connect words with matching endings that are found on a scattered word chart. Objective(s) of Lesson: Given a list of phonograms (-ad, -op, -ish, -ink and –ump), students will be able to state and spell associated single syllable words. Rachel Fulton, Lesson Plan: Rhyming Investigation Page 1 Types of assessments that will be used *Assessment type(s) Writing Samples X Projects X Demonstrations Rubrics Observations Journals Portfolios Teacher-made test How student learning will be assessed Describe the assessment After reading the book, the whole class will review each page by plan: reading, and writing down words that share the phonograms listed on the worksheet. Upon completion, the class as a whole will spell out loud each word listed. This evaluation will focus upon their ability to recall and spell the targeted words. Students may also be evaluated during review activity where students demonstrate competency in identifying and connecting words with matching endings from a scattered word handout. Resources Needed Resource(s): ∗ One Fish, Two Fish, Red Fish, Blue Fish by Dr. Seuss ∗ Same Word Endings (Phonograms) Worksheet #1 ∗ Scattered Word Chart Worksheet #2 ∗ White Board with marker Example Phonogram Worksheet #1: -ad: SAD, GLAD, BAD, DAD ! -op: HOP, POP, YOP, TOP! -ish: DISH, WISH, SWISH, FISH! -ink: PINK, YINK, WINK, DRINK, THINK! -ump: BUMP, WUMP, HUMP, JUMP, GUMP Example Scattered Word Worksheet #2: Book Mad Sad Cow Black Pop Took Spin How Chin Tack n Top Rachel Fulton, Lesson Plan: Rhyming Investigation Page 2 How the lesson will be implemented Teacher Procedure: 1. Class will be called to rug for a circle activity. 2. Students are asked whether they have read the Dr. Seuss book One Fish, Two Fish, Red Fish, Blue Fish. 3. Class repeats title of book and author. 4. It will be explained that the author, Dr. Seuss, has an interesting habit of rhyming throughout his books. 5. A few single syllable examples are given allowing students to respond with appropriate answers (teacher says, “cat”. Student says, “hat”). 6. The explanation is given that rhyming words share identical endings and that the class will be conducting a rhyming investigation of the book. 7. The teacher will list endings (i.e. -ad, -op, -ish, -ink and –ump) on the white board that are also depicted on the student worksheet. 8. Examples of rhyming words they may find in the book is listed next to one o the endings (i.e. –ad = glad, sad, etc.) 9. Teacher reads the book slowly and clearly emphasizes important words. 10. Book is reviewed page-by-page as a class with use of the white board so that students have the opportunity to discuss rhyming, read/spell words, and together complete their phonogram worksheets. 11. Students are then directed back to their desks to individually circle and connect rhyming words on their second scattered word handout. Student Tasks: 1. Listen for rhyming words within story. 2. Read answers. 3. Spell answers. 4. Discuss what it means to rhyme. 5. Locate words with the same ending from a list of words. 6. Express the author name and book title. Time Required: # of class periods: 1 # of minutes per class 45 minutes period: Notes, tips, suggestions, and/or extension As a fun warm up activity the teacher could start a call and response activities: game among the class by expressing a single syllable word with the expectation that the students would respond with a rhyming word. This is a fun game that would be useful to retain rhyming ability throughout the year. Rachel Fulton, Lesson Plan: Rhyming Investigation Page 3 Rachel Fulton, Lesson Plan: Rhyming Investigation Page 4