Liberal Studies Teacher Preparation: LS 4001

Reading & Literacy Lesson Plan

I. CA Common Core State Standards for English Language Arts & Literacy

CCSS.ELA-LITERACY.RF.K.2: Demonstrate understanding of spoken words, syllables

and sounds (phonemes).

CCSS.ELA-LITERACY.RF.K.2.A: Recognize and produce rhyming words

CCSS.ELA-LITERACY.RF.K.2.E: Add or substitute individual sounds (phonemes) in

simple, one-syllable words to make new words.

II. Unit of Study

Students will learn about rhyming sounds and what a rhyme is. The definition of a rhyme is
when two words have the same sound at the end. They will learn how to listen for words that have
the same ending sound.

III. Student Learning Outcomes

SLO: Student will be able to create real word rhymes when given a word with a specific
ending. (If I say shake, they may say cake, bake, lake)
IV. Assessment
A. TTW informally assess whole group’s beginning understanding during lesson’s hook
sharing
B, TTW informally assess whole group during read aloud participation and answers
C. TTW informally assess small groups during rhyme game activity
D. TTW formally assess individual understanding when checking worksheets to enhance
or revise next day’s lesson

V. Materials & Resources

1. 4 dice (6 sides each)
2. Book- Mother Goose
3. Worksheet on matching rhyming words
4. YouTube video-“Words Shine When They Rhyme”
Link: https://www.youtube.com/watch?v=LaKjTKV-m6Q
Toddlerworldtv. ""Words Shine When They Rhyme" | Tropical Beach Song for Kids & the
Family." YouTube. YouTube, 10 Feb. 2015. Web. 12 May 2017.

VI. Implementation

1. The teachers will start by having a face to face rhyming conversation.

a) Miss D: “Miss Patty, isn’t it such a nice day out today?”
b) Miss P: “Yes indeed, why don't we go out to play?”
c) Miss D: “What a great idea, you always have those!”

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 d) Miss P: “I know, c’mon let’s take off our shoes and wiggle our toes!”
2. The teachers will transition into asking a class question by turning to face the
students.
a) Miss D: “Class, do you notice any type of repeating sounds?”
b) Miss P: “Hhmmm… let’s all turn and talk to a buddy and ask if you noticed any
repeating sounds in our conversation.”
(1) The teachers will walk around to assess conversations
c) Miss D: “Would anyone like to share their ideas?”
(1) Gathering ideas and then transitioning into main lecture
B. Sequence of Activities
Whole Group:
1. TTW reference mentor texts that include rhymes
2. TTW pick one book, open to a page, read the page and explain rhymes
3. TTW say, “Now we have a new rhyming book from our new writing friend Dana
Smith!” and go over cover of the book and reinforce Concepts of Print
4. TTW reads aloud: Mother Goose Pajama Party
5. TTW emphasize rhyming while reading
6. TTW drop letter from the back of the book that helps transition into video
7. TTW play video: Words Shine When they Rhyme
8. TTW ask students how they feel and think about rhymes, and if they could come up
with their own
Small Group:
9. TTW have students close their eyes by saying, “Close your eyes, we have a big
surprise!” and place activity dice with formed group names on top
10. TTW verbally explain the game rules and demonstrate how to play
11. TSW then play the game
Individual:
12. TTW transition into doing worksheet about rhymes
13. TTW lay the worksheets on the desks during the game
14. TTW go over the worksheet and then the students will start
C. Closure

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 15. TTW say, “Time’s up buttercups!”
16. TTW go over next day’s lesson and introduce coming rhyming flip book activities

VII. Grouping Strategies

Describe your use of the following grouping strategies that engage & support students in
achieving the SLOs:
* Whole * Small * Independent

V. Differentiated Instruction
Visual Learners
17. Read aloud, video, and worksheet
C. Auditory Learners
1. Hook conversation, read aloud, and video
D. Kinesthetic Learners
1. Hook conversation, read aloud, video, activities
E. For students with hearing disabilities
1. TTW wear microphone on a lanyard that is connected to speakers around the room
F. For students with learning disabilities
1. TTW establish emphasis and repetition on key ideas
2. TTW go over material and ask questions one on one during worksheet assessment
3. TTW allow certain students to take 2 min. ‘break’ on break chair (designated chair
near teacher’s desk with box of manipulatives) and check in with them before recess
if asked or if assigned

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