Melanie Tuma

October 12, 2016

Rhyming
- Lesson Objectives:
Given the sentence Did you ever see a ____ in a _____? in their writing notebook, students will fill in
the blanks with rhyming words. Students will have the choice of whether they want to write the rhyming
words (with approximated spelling) or draw a picture of the rhyming words. Acceptable answers include
any two words that rhyme. The words can be real or made up, but if they fill in the blanks with made up
words, they must write the word.
AND
For above grade level students (in addition to the above objective): Given their completed Did You Ever
See page in their writing notebook, students will explain to the teacher how they know their words
rhyme. Acceptable answers include: The words sound the same at the end, or the words have the same
ending.

- I Can Statements:
I know what a rhyme is.
I can think of two words that rhyme.

- Kindergarten Language Arts Standard:

CCSS.RF.K.2a: Recognize and produce rhyming words.

-Formative Assessment:
The formative assessments include observing students jumping when they sing the rhyming words and
having students come up with their own rhyming words with a neighbor. These assessments will allow
me to see if they can hear the rhymes in the song and if they can apply their knowledge of what a rhyme
is to come up with their own rhyming words. If students struggle with these tasks, I will review what a
rhyme is and give several examples.

-Summative Assessment:
Students will fill in the blanks of the sentence: Did you ever see a ____ in a _____? with rhyming words.
Students will have the choice of whether they want to write the rhyming words (with approximated
spelling) or draw a picture of the rhyming words. Acceptable answers include any two words that rhyme.
The words can be real or made up, but if they fill in the blanks with made up words, they must write the
word. After completing the Did You Ever See page in their writing notebooks, above grade level students
will additionally be asked to explain to the teacher how they know their words rhyme. Acceptable
answers include: The words sound the same at the end, or the words have the same ending. Below
grade level students will complete the page with the teacher. The group will be provided with 3 pictures
(2 of the pictures are words that rhyme, and 1 picture is not a rhyme). After saying the words, students
will be asked which two words rhyme, and then they will draw those two pictures on their blank lines on
the Did You Ever See page of their writing notebook. If any of the students in the class are unable to
complete the learning objective, I will pull them aside for a small group lesson the following day to

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review rhymes. During the small group, I will guide the students in
completing a picture sort of rhyming words.
1. Pocket chart with Did You Ever See song on it
2. Pointer
3. Various pairs of rhyming words with pictures (3 sets for each pair)
Ex: star and car, mouse and house, duck and truck, dog and log, fly
and sky, bug and rug, cat and mat
4. Class set of the following typed sentence (pasted into each
students writing notebook): Did you ever see a ____ in a _____?
5. Three pictures (two that rhyme, 1 that does not)
6. Rhyming Bingo
-Rhyme

-Pair

Procedures

Scaffolding,
Supports, &
Differentiation

-Goals and Objectives:

Read I can statements for the lesson.

-Student with communication

delay will be seated near the
teacher, as stated in the IEP.

-Connect to Prior Knowledge:

Do you remember yesterday when we learned the poem Jack Be
Nimble? We read that poem to learn what a rhyme is. Can someone
remind me what a rhyme is? (when words sound alike at the end)
We are learning about rhymes because when we listen for rhyming
words, we have to listen to words closely, which helps us become
better writers and readers. Today we are going to learn a song so that
we can listen for more rhymes. Have you heard of the song If Youre
Happy and You Know It, Clap Your Hands? Lets sing that song
together. After singing part the song, say to students, Today we are
going to learn a new song that sounds like If Youre Happy and You
Know It, Clap Your Hands, but it has different words. Point to the
pocket chart with Did You Ever See song on it.

-Introduction of Did You Ever See:

Sing Did You Ever See for the class. Ask the class to join in with you
as you sing it another time. Say, I have a pair of words for you to
think about. We learned what a pair is in math last week. Can
someone remind me what a pair is? (two things) The pair of words I
want you to listen closely to are sheep and jeep. Say the words a few

-Throughout learning
experience, allow student
with sensory processing
disorder to take short breaks
(get a drink or walk around
the room), as stated in the
504 plan.

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times, and then say, Turn and tell your neighbor what you notice
about the words sheep and jeep. Share out answers. Say, The
words sheep and jeep rhyme because they sound alike at the end.
The end of both sheep and jeep is the sound eep. Sheep, jeep. Do
you hear that? The last part is the same.

-Change out Rhyming Words:

I am going to take out the words sheep and jeep, and Im going to
put in a different pair of words. Hold up rhyming words with picture
and ask, What are these words? Hmm.do those words sound alike
at the end? Put your thumbs up if you think yes, they sound alike at
the end, or put your thumbs down if you think no, they dont sound
alike at the end. If you put your thumbs up to say that yes, they do
sound alike at the end, youre correct! They rhyme! Say the two
words again and point out the ending sound that rhymes. Place the
words with pictures in the pocket chart where the words sheep and
jeep used to be. Invite the class to sing the song with you again, this
time jumping one time when they sing the rhyming words. Point to
the words as you sing.

-Visual support for rhyming

words will be provided for
student with communication
delay and English Language
Learner.

-Pointing to the words as you

sing the song provides a
model of 1-1 correspondence.

-Connection to Community:
Now lets think of some things that you see in in our community. It
can be something you see in our classroom, at Valley, at home, or just
around town. I want you to turn and talk to a neighbor and come up
with one word of something that you see in the community. Share
out a couple of answers. Write the answers on the board, and then
reread them aloud. Say, Now I want you to turn and talk to a
neighbor and see if you can figure out a word that rhymes with
____(one of the shared answers). Remind students that the word
they come up with must have the same ending sound as the word on
the board. If students struggle to come up with a word that rhymes,
tell them they can come up with words that arent real, but still
rhyme. Example: dog and pog. Once the rhyming words are figured
out, sing the song with the class using the rhyming words that the
class thought of.

-Turn and Talk allows student

with sensory processing
disorder to change tasks
frequently, as stated in 504
plan.
-If students struggle to come
up with a rhyming word, tell
them what sound the word
must end in. If they continue
to struggle, give them a made
up word example, and ask
them to come up with
another example.

-Summative Assessment:
Hold up the teacher example of the writing notebook turned to the
Did You Ever See page and say, In your writing notebook, you will
find a page that has a sentence from our song on it. The page looks
like this. The sentence says: Did you ever see a _____ in a ____? Your
job is to either write or draw words that rhyme on the lines (point as
you say this). Can someone remind me what a rhyme is? Review
what a rhyme is and model completing the page. Challenge the above
grade level students by asking them to tell me how they know their
words rhyme after they complete their page. Pull the below grade
level students into a small group to work on the page together.
Provide the group with 3 pictures (2 of the pictures are words that

-Summative assessment is
already differentiated for the
on grade level students
because they have the choice
to write or draw the rhyming
words.

-When you pull the small

group, guide them to listen to
the ends of the words by

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rhyme, and 1 picture is not a rhyme). Say the words together as a
group, and ask them to tell you which two words rhyme. Instruct the
students to draw the two pictures that rhyme on their blank lines.

-Self-Evaluation:
When all the students are done with the summative assessment, ask
them to put their thumb up if they feel they are able to come up with
more words for the pocket chart that rhyme, or put their thumb to
the side if they are not sure if they can come up with more rhyming
words.

-Wrap Up:
Today we learned about rhyming words. Tomorrow we are going to
continue practicing listening for rhyming words by sorting pictures.
During the read the room center, I encourage you to come up and
sing the song we learned today. You can even sing it using rhymes
that you come up with on your own. I also encourage you to read the
books in the rhyme book box (red circle, yellow circle). When you
look at the pictures in the books, you can find words that rhyme. This
will help you become better at listening to how words sound. The
better you are at listening to words carefully, the better writer and
reader you will be.

-Extension Small Group Activity:

While other students move onto Daily 5 work after the whole group
lesson, pull a small group of above grade level students to continue
practicing rhymes. Complete a rhyming bingo game with them. This
provides them with a challenge because they are given a target
picture, and they have to find a picture on their board that rhymes
with the target picture.

emphasizing the endings

when you say the words.

Melanie Tuma
Rhyming Lesson Data
Objective: Given the sentence Did you ever see a ____ in a _____? in their writing notebook, students
will fill in the blanks with rhyming words. Students will have the choice of whether they want to write
the rhyming words (with approximated spelling) or draw a picture of the rhyming words. Acceptable
answers include any two words that rhyme. The words can be real or made up, but if they fill in the
blanks with made up words, they must write the word.
*Differentiated Objective: For above grade level students (in addition to the above objective): Given
their completed Did You Ever See page in their writing notebook, students will explain to the teacher
how they know their words rhyme. Acceptable answers include: The words sound the same at the end,
or the words have the same ending.
Name
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
*Student 12
*Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
*Student 21

Met Objective
Yes
Yes
Yes
Yes
Yes
Yes (in small group with teacher)
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes (in small group with teacher)
Yes
Yes (in small group with teacher)
Yes

Quantitative Data: All 21 students were able to meet the objective of either writing or drawing two
rhyming words. Additionally, all 3 students who had the extra differentiated learning objective were
able to meet the objective.
Qualitative Data: The students who completed the learning objective in the teacher led small group
seemed to struggle with picking which 2/3 pictures rhymed. I had to draw their attention to the ending
sounds by explicitly saying the ending sounds of all 3 pictures. After explicitly stating the ending sounds,
the students were able to tell me which words rhymed. I will continue to monitor their progress during
our rhyming lesson tomorrow. If they still struggle with hearing the rhymes independently tomorrow, I
will pull them into a small group in a few days to do a rhyming sort. The rest of the class that met the
learning objective will get additional practice with identifying rhyming words during tomorrows lesson.