Grade: 1-2

#4488. Reading/Writing/Rhyming

Reading/Writing, level: 1-2
Posted Mon Nov 22 11:58:49 PST 2010 by Carolyn Lindell (Carolyn Lindell).
Austin, USA
Materials Required: book, broom, easel pad, paper, markers, beachball
Activity Time: 45 minutes
Concepts Taught: Rhyming pairs

Reading/Writing Lesson Plan
Carolyn Lindell

Title: Reading, Writing and Rhyming
Goal: Students will listen to a rhyming picture book and then make their own rhymes.
Language arts TEKS that apply:

Supporting evidence for this plan: (2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to:
(A) orally generate a series of original rhyming words using a variety of phonograms (e.g., -ake, -ant, -ain) and consonant blends (e.g., bl, st, tr);
(3) (D) decode words with common spelling patterns (e.g., -ink, -onk, -ick);
(8) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to respond to and use rhythm, rhyme, and alliteration in poetry.

Part of this lesson plan is modeled after Dr. O'Neal's Read Aloud lesson plan and demonstration.

According to McDevitt and Ormrod in "Child Development and Education," children become better readers when they are phonologically aware, including the ability to identify rhyming words (p. 357).
SIX TRAITS: This lesson focuses on Word Choice, because rhyming words help children to learn spelling and vocabulary but also makes reading the story more enjoyable, rhythmic and memorable.
Additional goals: Children will listen to story, go over rhyming words in the text, retell the plot and make predictions. The students will write their own rhyming words in a poem. Students will listen to and share their stories in groups.

Teaching the Plan
Materials to gather: 1. Book "Room on the Broom" by Julia Donaldson
2. Markers
3. Paper
4. Beachball
5. Easel pad
6. Tape
7. Broom
Instructional Procedures: Before Reading/Activity #1
Invite students to the carpet.
1.Teacher holds up broom, and asks students what it is used for. Teacher will guide students to say that in some stories people ride on brooms, i.e., Harry Potter, witches.

2. Students will be asked to list things or animals that might fit on a broom.

3. Students will sing and play the Name Game, going around rhyming their names until every child has had a turn. Teacher will ask students why that song is so easy to remember. Because the names rhyme! Teacher will ask students what makes a rhyme? Why does something rhyme? Do they like books with rhymes? Why?

3.Teacher will introduce the book, examining the cover and talking about the author, Julia Donaldson. Students will make some predictions about the book from looking at the cover.

During Reading
Oral comprehension/cognition
1.Students will listen to story "Room on the Broom", and teacher will ask questions along the way, helping them to predict what happens and to understand the story.

2.Teacher instructs students that every time they hear a rhyme in the book, they should touch their head.

After Reading
Oral language/oral comprehension/cognition
1. Teacher will invite students to retell details of the plot, going over the rhymes used throughout. Students will be asked to raise their hands and share any rhymes they remember from the book. Teacher will write the rhymes on a large easel pad (students will be able to refer to this list during writing exercise).

2. Teacher will hold up the beach ball and explain the rules for Rhyming Toss. Teacher will say a word aloud, such as cat, and toss the ball to a student. When student catches it, student will say a word that rhymes with "cat," (referring to word list if necessary), then toss the ball to another student. This game will continue until student can't think of a rhyming word. Then the teacher will call out another word, and start the rhyming with a new word. Game ends when every student has had a turn.

3. Teacher will explain writing assignment: to return to their desks and write/illustrate pairs of rhyming words that will ride on their brooms. They will do this on a page folded into four squares with a long broom drawn down the center. Teacher will have poem with blank lines written at the end for students to fill in with rhyming words. The poem will read:
On my broom there is a _____
On my broom there is a _____
On my broom we have a _____
On my broom we have a _____
My broom can soar up in the sky
Come ride with us, hop on, let's ______

Students will finish the poem by writing/drawing pairs of rhyming words that could ride on their brooms. Or students could choose to write their own poem, such as a sequence poem that they have written before in class, with three pairs of rhyming words.

4. Teacher will model illustrating a broom on their paper and writing/drawing rhyming pairs and finishing the poem on the easel pad.

5. Students will tell teacher one rhyming pair they will write about before going back to their seats. This gets students started, so they aren't immobilized once they go back to their desks.

Check for Understanding:
What rhyme are you going to write about when you return to your desk?
Planned Modification: ELLs and remedial writers can illustrate rhymes.
Closure: Students will share their rhymes and pictures with other children at their tables, and later with the whole class if the teacher calls on them.
Evaluation: See rubric.

This rubric is modeled after Dr. Sharon O'Neal's Read Aloud Rubric.

Rubric 4 3 2 1
Participation Student sang song, listened to story and volunteered
answers to
Student sang, listened most of the time and answered
questions when asked. Student sang some of song, listened some of the time but did not answer any questions.
Student did not participate.
Drawing Student drew four pictures representing rhyming words. Student drew three pictures representing rhyming words. Student drew two pictures representing rhyming words. Student drew one thing, but did not rhyme.
Writing Student composed two or three pairs
of rhyming words. Student composed one pair
of rhyming words. Student wrote one word or a pair of words that did not rhyme. Student did not write anything.