WVSU LESSON PLAN FORMAT (Updated 1/13)

Teacher Candidate: Shaina Parsons

Date: October 15, 2015
School: Point Harmony Elementary
Grade/Subject: Kindergarten
Lesson Topic: Rhyming
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
When read a list of two-five letter words, students will be able to produce a
rhyming word
When shown pairs of three-five letter words, students will be able to segment
the sounds in order to identify rhyming pairs
WV CSOS
(ELA.K.R.C6.1)
Recognize and produce rhyming words
(ELA.K.R.C2.4)
With prompting and support, ask and answer questions about unknown words
in an informational text
NATIONAL STANDARDS
CCSS.ELA-Literacy.RF.K.2.a
Recognize and produce rhyming words
CCSS.ELA-Literacy.RI.K.4
With prompting and support, ask and answer questions about unknown words
in a text
MANAGEMENT FRAMEWORK
Overall Time: 40 minutes
Time Frame:
5 minutes to discuss notecard pairs
2 minutes to discuss additional rhyming cards
5 minutes to distribute and play game with rhyming word necklaces
10 minutes to discuss words on rhyming word necklaces and sing song
10 minutes to read book and identify rhyming words
5 minutes to complete wordless activity
3 minutes to review and close
STRATEGIES
Teacher-Student Discussion
Games
Manipulatives
Read a Book

 Partner Activity
DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
(Learning Styles, Students with Special Needs, Cultural Differences, ELL)
These adaptions target a specific student:
A worksheet with two columns of letters (specifically letters in the students
name) allows the student to practice letter recognition by matching the
letters requested by instructor (i.e. instructor says match the Ts).
A worksheet with two columns of three letter words allows the student to
recognize words that have matching letters. After the student matches a pair
of words, take the opportunity to review the letters in the word.
These activities are necessary for the student because the student must first
recognize letters and the sounds they make in words before the ability to recognize
rhyming words can occur.
General adaptions:
There are two sides to the assessment flash cards. One side contains pictures
that correlate with the words and the other side does not.
Use hand over hand as necessary to help students write their rhyming words.
The rhyming word necklaces have both word and pictures.
The wordless rhyming activity assists those who struggle with reading.
PROCEDURES: Introduction/ Lesson Set
Using four sets of two notecards, write 3 sets of rhyming words and 1 set that
is not (examples: pike and hike, cat and hat, pot and hot, mat and mop)
Display the first set of rhyming words and ask the students what the words
have in common. They will most likely name all of the letters that are the
same in each word.
Be sure to praise each student for the correct letters named.
Repeat this for each set of cards.
After the students have identified the matching letters in each set of cards,
ask them, These words have many of the same letters, but what else do
they have in common?
If no responses are given or incorrect responses are given, tell the students
that some of the word pairs also share a similar sound.
Review the cards again, reviewing the similar sounds that the word pairs
share. When you display the card that has the non-rhyming word, ask the
students, These words start with the same letter but do they have the same
sound? Allow for discussion.
Emphasize the rhyming words must have the same sound but not always the
same letters (i.e. Calf and laugh rhyme but do not have the same letters).
PROCEDURES: Body & Transitions
After the intro activity, continue with the idea using the assessment cards
used for the diagnostic and summative assessment. This is just a continued
review of what we discussed in the introduction. Discuss the similar letters
but emphasize the similar sounds.
After the review, give each student a word necklace. Each word necklace has
a matching rhyming word. The students are responsible for reading their
word and finding their rhyming partner.
When each student finds their partner, have the students sit down on the

floor next to their partner.

Call on a few students to read their word and their partners rhyming word (I
called on every students because this class only has 10 students).
After calling on a few students, use an adapted version of Mary Had a Little
Lamb. The words are as follows:
Who has a word that rhymes with (insert a students word (i.e.
cat)), rhymes with ______, rhymes with _______. Who has a word that
rhymes with _________? Oh yes! The word is (insert the partners
word that rhymes).
(Insert students name that had the rhyming word) has (insert
the rhyming word) that rhymes with (insert original word from
beginning of song), rhymes with _________, rhymes with __________.
____________ has __________ that rhymes with ____________. (Rhyming
word) and (original word), they rhyme!
Example:
Who has a word that rhymes with cat, rhymes with cat, rhymes with
cat? Who has a word that rhymes with cat? Oh yes! The word is bat!

Sarah has bat which rhymes with cat, rhymes with cat, rhymes with
cat. Sarah has bat which rhymes with cat. Bat and cat they rhyme!
Repeat the song with various students names. Allow the student to insert
their word into the song themselves.
Collect the rhyming word necklaces.
Begin reading the story There Was an Old Lady Who Swallowed a Fly.
Pause at the end of each page and ask the students if they heard any
rhyming words. You may need to re-read sentences from the page.
Finish the story and ask the student to face the Smart Board for the next
activity.
PROCEDURES: Closure
Some of the students do not read well so many of the lessons activities
might frustrate them as they try to participate. To allow for equal
participation, display the wordless rhyming activity on the SmartBoard.
There are five pictures on the left side of the page. These 5 pictures have 1-3
matches on the right side of the page. The students take turns drawing lines
from the pictures on left to a rhyming picture on the right.
Work until the left photos have all of their matches.
Review the sounds in the pictures. Again, emphasize the rhyming words have
the same sounds.
ASSESSMENT: Diagnostic
The student will be shown a two column chart. Column 1 is labeled These words
rhyme and column 2 is labeled These words do not rhyme. Using a stack of flash
cards containing word pairs (words contain all 5 vowel sounds), say the words to the
child two times. After reading the words, instruct the child to place the card in
column 1 if the words rhyme or column 2 if the words do not rhyme. There are a
total of 10 flash cards (5 rhyming, 5 not rhyming). The columns are labeled as
complete sentences so that the students become familiar with sentence structure. I
will use a chart to mark the total of rhyming and non-rhyming words the student

identified correctly.
The students will be read 10 words that are 2-5 letters long. Read one word at a
time, repeating the word no more than three times. The student will produce a word
that rhymes with the word that was just read aloud. If the student is able, ask that
he/she write down the word he/she just produced. If the child requires assistance,
do not write the word for the child. Instead, guide the student in writing the word
being sure to seize the opportunity to practice letter writing and spelling. I will use a
chart to note how many words the student produced without assistance. Spelling of
the words will not be graded.
ASSESSMENT: Formative
Monitoring student individual work and participation for understanding
ASSESSMENT: Summative
Same as Diagnostic.
MATERIALS
Notecards
Marker
Assessment rhyming cards
Rhyming word necklaces
Wordless rhyming activity
There Was an Old Lady Who Swallowed a Fly book
Poster with the altered Mary Had a Little Lamb lyrics
EXTENDED ACTIVITIES
If Student Finishes Early: Choose a book from book basket. Encourage student to
find rhyming words.
If Lesson Finishes Early: An additional book of a different genre in which the
students can continue to identify rhyming words (fiction was read during the lesson
use poetry, fable, etc.).
If Technology Fails: Tape the wordless rhyming activity to the white board and
complete with a marker rather than the Smart Board.
POST-TEACHING
Reflections
Planning:
When my cooperating teacher requested that I teach a rhyming lesson, my initial
thought was This should easy. How hard can it be to teach rhyming? However,
after completing the diagnostic assessment with the students, I realized that my
original assumption was very wrong. When I actually sat down to plan this lesson, I
had no idea where to begin. How on earth do you explain rhyming words to
Kindergartners? I decided to read over the results of the diagnostic assessment. I
realized that the main problem lied in the students not realizing that rhyming is
related to a words sound and not its letters. I knew I needed to create various
engaging activities for the students because not all of these students are on the
same reading level. Some of the students barely know what each letter looks like so
how are they going to recognize the sounds in a word? I knew my lesson should
have lesson lecture and rather more engagement if these students were going to
understand. I had to drill the similar sounds into their minds per say. I also knew I
wanted to continually emphasize, focus on the sound not the letters.
Implementation:

The students were very engaged just as I suspected they would be. This class loves
to answer any question that is asked. They do not care if they are right or wrong. As
I suspected, the students recognized the similar letters in the introduction notecard
activity. After all of letters were recognized, I asked the students, What other
similarities do these word pairs share? What do they have in common? I received
blank stares, as expected. I explained in 2-3 sentences that rhyming words focus on
sounds. I had the students repeat this sentence a few times. Even after a small
lecture, all students were attentive. The rhyming word necklace game went better
than I expected. I was certain I would have to help the students partner themselves
but most of them did it independently. If a student could not find his/her partner, I
noticed other students helping him/her. I had noticed during my time in this
classroom that these students love music so they song was an absolutely hit! By the
third time we sang, the students were singing with me.
Reading the book and identifying rhyming words was a difficult task I placed in front
of these students. They were excited because they love stories, but only a few of
them grasped the concept of the activity. All of the students were willing to
participate but only a handful managed to actually pull the rhyming words from the
page and share them with the class. The first two pages, I only read once and then
had the students read the page and find the words but I soon realized this was over
their heads. I proceeded from the third page on, to read the entire page then reread the sentence containing the rhyming words. I emphasized the rhyming words
for the students when I re-read the sentence and this seemed to help them.
The wordless activity was successful after completing the book activity because the
students who are poor readers, became quite bored with trying to locate the words
in the book simply because they struggle to read. This wordless activity provided
the opportunity for these students to showcase their knowledge. One thing I
struggled with reprimanding was a student response to my question, What word
rhymes with gate? The students saw the picture of the gate on the left side of the
page, located a rhyming picture in the cluster of pictures on the right side of the
page and drew a line between the two. One of my students drew a line from the
picture gate to the picture cake. I knew she was relating the sounds but do you
count this as rhyming? I complimented her on her noticing the similar sounds but I
did not count the pictures as a rhyming pair.
Clarity of Presentation:
Because of the students quick and overall accurate responses to questions and
directions, I feel I delivered this lesson well. These students are only 5 and 6,
therefore some of the vocabulary I used in original sentences I had to adjust for
them to understand. For example, instead of saying What similarities do these
words share?, I would adjust the sentence to say, When you look at these words,
what is the same?
Attention to Individual Differences:
Just as Mrs. Bailey does regularly, I created an activity for a particular student to
complete separately because he cannot complete the main part of the lesson with
the other students. He is developmentally delayed however, because these lessons
activities were engaging and active, I requested that he remain with the group.

For additional differentiation, I made sure to put a picture on all of the rhyming word
cards for the students who are still struggling to read small words. I also created the
wordless rhyming activity for the low readers who become frustrated when they
cannot read as quickly as their peers. There are a couple of students that need to
move regularly so the rhyming word necklaces game was a perfect way to get them
up and walking around.
Focus on Relationships and Student Responses:
I did not want to give my students all of the answers so I paused often and
questioned them throughout lesson so that the lesson was also guided by their
responses. I made sure to acknowledge each childs response as well so that each
one felt important. I am appreciative that my cooperating teach complimented my
skills to turn wrong answers into positive learning experiences.
Planning and Implementing Higher Order Skills:
The book activity was very high level for these students but they performed very
well. I only had to provide the rhyming words on one page and by the end of the
book, the students were finding them independently. My cooperating teacher said
she was very impressed with the students performance during this activity. When
doing this activity, the students had to listen to the story, remember the similar
sounds that they heard, and then share them with the class.
Assessment:
The assessment was my favorite part! This is the first assessment I have done that I
truly felt like it provided me with helpful information. The results were also so
interesting. The students loved both parts of the assessments however I assumed
the rhyming/non-rhyming flash cards would be their favorite. Not until I did the
summative assessment did a few students express displeasure in completing the
written portion. During the diagnostic assessment, the writing portion even seemed
exciting to most of the students. I think its wonderful that this group of
kindergarteners loves to write! The greatest thing about the assessment is that I
noticed small mistakes from the diagnostic assessment were corrected on the
summative.
Data Based Decision Making
Most of the students scores indicate that they are confident in their knowledge of
rhyming words. Although perfect scores are not a measure of confidence, I assessed
these students individually and their confidence was remarkable. They also
responded to questions quickly and with ease.
However, based on the pre and post test results, there are two students that I feel
need additional support. Their poor rhyming skills stem from their poor foundation
of letter knowledge and letter-sound correlation. The two major problems with these
few students are: 1) they can recognize rhyming word pairs but cannot produce
them and 2) they do not yet comprehend that rhyming words relate to sounds not
letters. I would like to see these students pulled for outside class tutoring but I think
Kindergarten may be a bit soon for that.