LESSON PLAN

Name: Date: Lesson Start and End Time:

Melody Huang 11/20/2023
11:00-11:40

Academic Area: Grade Level: Co-op initials with date:

ELA 1st Grade
N/A

Pre-Instruction Planning
Topic Exploring Rhyming Words
PA Anchor/Standard or CC.1.1.1.D
Eligible Content Know and apply grade-level phonics
and word analysis skills in decoding words.
Lesson Objectives Students will be able to recognize and identify rhyming words
by working on the rhyming word worksheet with at least eighty
percent accuracy after teacher instruction.
Materials Rhyming picture book for the whole group : The Cat in the
Hat" by Dr. Seuss

Rhyming picture book for Advanced Readers: "Chicka

Chicka Boom Boom" by Bill Martin Jr. and John
Archambault

Rhyming picture book for Average Readers: Sheep in a

Jeep" by Nancy E. Shaw

Rhyming picture book for Struggling Readers: Hop on Pop"

by Dr. Seuss

Whiteboard and markers

Rhyming word flashcards

Rhyming word worksheet

Small whiteboards and dry erase markers

Planning for Learners Differentiation:
For English Language Learners (ELLs) or struggling readers:
Provide a sentence framework for the answer during the
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 discussion.
Use intuitive or real examples to explain why the author uses
rhymes in the story.
Modifications/Accommodations:
For students with visual processing difficulties:
Use large, high-contrast intuitive cards.
Provide more processing and reaction time for students.
Lesson Presentation
Introduction 1. First ask the students if they know what rhyming words are.
(5 minutes)
2. Teacher: "Who can share with us what rhyming words
are?"
"Have you ever heard a word that ends with the same
sound?

3. Give the students a moment to think and then ask the student
who raises his or her hand/name to answer.

4. Introduce and read rhyming picture books. Pause the

discussion of rhyming words.

5. Teacher: "What words do you hear in the story end up

sounding the same?
"Why do you think the author used rhymes in the story?

6. Give the students a moment to think and then ask the student
who raises his or her hand/name to answer.
Sequence of activities 1. Display rhyming cards on the whiteboard.
including assessments
(25 minutes) 2. Discuss each card and ask questions:

3. Teacher: "Can you tell me the rhyme in this pair of

cards?"

"Can you think of any other words that rhyme with

(example word)?"

4. Provide each student with a small whiteboard and marker.

5. Shout out simple words and ask students to write down

rhyming words.

6. Teacher: "Write a word that rhymes with" cat ".

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7. Teacher: "Now, let's try to write a word that rhymes with
the word" sun."

8. Teacher: "Well done, everyone!"

9. Divide the class into three groups: advanced readers, average

readers, and struggling readers.

10. Give each group one rhyming books to read.

11.Advanced Readers will read "Chicka Chicka Boom Boom"

by Bill Martin Jr. and John Archambault

12.Average Readers will read Sheep in a Jeep" by Nancy E.

Shaw

13.Struggling Readers will read: Hop on Pop" by Dr. Seuss

14.When helping one group to read, the teacher assigns the

following activities to the other two groups:
Advanced Readers: Make rhyming word posters using examples
from the book.
Average readers: Write a short paragraph that explains how
rhyming words make a story interesting.
Struggling Readers : Draw the rhymes they find in the book.

15.10 minutes later, the group will rotate.

16.Games:
Advanced Readers: Rhyming Relay - Students take turns
running to the whiteboard, writing a rhyming word, and running
back. https://earlyimpactlearning.com/9-relay-race-ideas-for-
team-building/

Average Readers: Rhyme Time Bingo - Create bingo cards with

rhyming words from their books. Play as the teacher calls out
words. https://growingbookbybook.com/printable-rhyming-
bingo-boards/

Struggling Readers: Rhyme Match-Up - Match pictures

representing rhyming words found in their books.
https://sightwords.com/phonemic-awareness/rhyming/rhyme-
match/

17.While the teacher guides one group through the game,

arrange something else for the other two groups:

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 Advanced Reader: Do word searches with more rhyming words.
Average Readers: Use more rhymes for creative writing
exercises.
Struggling Readers: Play rhyming word memorization games
with flash cards.

18.Rotate groups after each game session.

Assessment:
1. Distribute the rhyming word worksheet.
https://www.myteachingstation.com/rhyming-words-match

2. Guide students through the worksheet, asking questions:

3. Teacher: "Look at the picture. What word rhymes with

(picture word)?"
"Can you match them?"
Lesson Wrap-up 1. Review key points: "What is a rhyming word? Can you
share an example with us?"
(10 minutes)
2. Select a few students who raise their hands to answer the
question.

3. Have a quick rhyming word challenge: "Think of a word

that rhymes with [given word]."

4. Reinforce the lesson objective: "Today, we had fun

exploring rhyming words and understanding how words can
sound the same at the end."
Self-Evaluation N/A

(WITH) SMALL GROUP #1—ON GRADE LEVEL GROUP WITH A LEVELED TEXT.
THIS WILL BE GUIDED PRACTICE USING THE GUIDED READING MODEL. LIST ALL STEPS AND
ELABORATE. WHAT DOES THE TEACHER DO? LIST ALL QUESTIONS YOU WOULD ASK AND LABEL
THEM ACCORDING TO QAR LABELS. ALSO INDICATE WHEN THE QUESTIONS WOULD OCCUR:
BEFORE, DURING, OR AFTER READING. LIST CORRECT OR POSSIBLE RESPONSES. WHAT DO THE
STUDENTS DO?
a. INTRODUCE THE TEXT
a. BUILD NECESSARY BACKGROUND
b. INTRODUCE CRITICAL VOCABULARY

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 c. REMIND THEM OF THE READING STRATEGY THEY ARE USING—
SEQUENCING—REMIND THEM TO KEEP TRACK OF IMPORTANT EVENTS IN
THE STORY
d. SET A PURPOSE FOR READING
e. CREATE AN INTEREST IN THE TEXT
b. READ THE TEXT—STUDENTS WILL READ IT SILENTLY OR QUIETLY TO
THEMSELVES
c. DISCUSSION—DISCUSS THE STORY –INCLUDE YOUR QAR LABELED
QUESTIONS!
d. REVISITING—GO BACK TO THE TEXT AND LOOK FOR IMPORTANT EVENTS TO
ADD TO THE GRAPHIC ORGANIZER. INCLUDE TEACHER PROMPTS AND INTENDED
RESPONSES. THIS SHOULD REFLECT GRRM.
e. EXTENDING—N/A WE ARE NOT INCLUDING THIS.

3. (WITH) SMALL GROUP #2—BELOW GRADE-LEVEL GROUP WITH A LEVELED TEXT

THIS WILL BE GUIDED PRACTICE USING THE GUIDED READING MODEL. LIST ALL STEPS AND
ELABORATE. WHAT DOES THE TEACHER DO? LIST ALL QUESTIONS YOU WOULD ASK AND LABEL
THEM ACCORDING TO QAR LABELS. ALSO INDICATE WHEN THE QUESTIONS WOULD OCCUR:
BEFORE, DURING, OR AFTER READING. LIST CORRECT OR POSSIBLE RESPONSES. WHAT DO THE
STUDENTS DO?
A. INTRODUCE THE TEXT
a. BUILD NECESSARY BACKGROUND
b. INTRODUCE CRITICAL VOCABULARY
c. REMIND THEM OF THE READING STRATEGY THEY ARE USING—
SEQUENCING—REMIND THEM TO KEEP TRACK OF IMPORTANT EVENTS IN
THE STORY
d. SET A PURPOSE FOR READING
e. CREATE AN INTEREST IN THE TEXT
c. READ THE TEXT—STUDENTS WILL READ IT SILENTLY OR QUIETLY TO
THEMSELVES
d. DISCUSSION—DISCUSS THE STORY –INCLUDE YOUR QAR LABELED
QUESTIONS!
d. REVISITING—GO BACK TO THE TEXT AND LOOK FOR IMPORTANT EVENTS TO
ADD TO THE GRAPHIC ORGANIZER. INCLUDE TEACHER PROMPTS AND INTENDED
RESPONSES. THIS SHOULD REFLECT GRRM.
e. EXTENDING—N/A WE ARE NOT INCLUDING THIS.

4. (WITH) SMALL GROUP #3—ABOVE GRADE-;EVE; GROUP WITH A LEVELED TEXT

THIS WILL BE GUIDED PRACTICE USING THE GUIDED READING MODEL. LIST ALL STEPS AND
ELABORATE. WHAT DOES THE TEACHER DO? LIST ALL QUESTIONS YOU WOULD ASK AND LABEL
THEM ACCORDING TO QAR LABELS. ALSO INDICATE WHEN THE QUESTIONS WOULD OCCUR:
BEFORE, DURING, OR AFTER READING. LIST CORRECT OR POSSIBLE RESPONSES. WHAT DO THE
STUDENTS DO?

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 a. INTRODUCE THE TEXT
a. BUILD NECESSARY BACKGROUND
b. INTRODUCE CRITICAL VOCABULARY
c. REMIND THEM OF THE READING STRATEGY THEY ARE USING—
SEQUENCING—REMIND THEM TO KEEP TRACK OF IMPORTANT EVENTS IN
THE STORY
d. SET A PURPOSE FOR READING
e. CREATE AN INTEREST IN THE TEXT
c. READ THE TEXT—STUDENTS WILL READ IT SILENTLY OR QUIETLY TO
THEMSELVES
d. DISCUSSION—DISCUSS THE STORY –INCLUDE YOUR QAR LABELED
QUESTIONS!
d. REVISITING—GO BACK TO THE TEXT AND LOOK FOR IMPORTANT EVENTS TO
ADD TO THE GRAPHIC ORGANIZER. INCLUDE TEACHER PROMPTS AND INTENDED
RESPONSES. THIS SHOULD REFLECT GRRM.
e. EXTENDING—N/A WE ARE NOT INCLUDING THIS.

**Include what centers are occurring during the small group time or what activities are other
students doing?

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