EDUC 2220- Educational Technology

Learning to Rhyme
Stacey Raymond
Pre-K/ Language and Literacy

Common Core Standards: (Ohios Early Learning and Development Standard)

Domain: Language and Literacy Development
Strand: Reading
Topic: Phonological Awareness
Standard Statement: With modeling and support, recognize and produce rhyming words.
Domain: Language and Literacy Development
Strand: Reading
Topic: Fluency
Standard Statement: With modeling and support use phrasing, intonation and expression in shared reading of
familiar books, poems, nursery rhymes or other repetitious or predictable text.
Lesson Summary:
Rhyming is an important skill for children to learn as it helps to improve their reading and writing skills.
Rhyming helps children to break words down into smaller parts and learn about word families. Exposing
children to rhymes in songs and stories also teaches how to read with fluency and animation. Over a period
of three days, children ages three to five will explore the concept of words that rhyme. On day one they will
be introduces to the concept of rhymes. On day two they will participate in rhyming stories/poems, and on day
three they will be challenges to match rhyming words independently.
Estimated Duration:
This lesson will take approximately 2 hours which will be broken down into 3 days. The lessons will take
place during center time and will be available for students to participate in for a minimum of 35 minutes
(please note that it is not expected for students to be engaged in this activity for the full 35 minutes)

Commentary: The approach to this lesson is to make it hands on with multiple activities that will keep the
children engaged. A challenge that might occur is being able to meet the demands of all of the children who
want to use the technology pieces of the plan in the time allotted. I will get the students hooked into the
lesson by introducing a rebus chart that has the following poem: I wonder whats in the big red barn. I wonder
whats in it for me. It starts with a ___ and it rhymes with ____, oh what do you think it could be?
The children will be able to mix up the beginning sounds and the rhymes to try to complete the poem.

Instructional Procedures:
Day 1:
First 10 minutes (whole group): The activity will begin by playing a GoAnimate video that introduces the
concept of rhyming words to the children.
10 minute (whole group): After watching the GoAnimate video the teacher will begin a conversation about
rhyming. There will be pictures of different items and labels including: hat, car, frogs, cup, cake, moon and
ring. The children will be instructed that they are going to listen to a riddle, and the clues have rhymes that will
help them solve the riddle. As each riddle clue is read the children will find the rhyming word that solves the
riddle. An example of the riddles is shown below:
This is a word which rhymes with cat,
It goes on your head because it's a ___
I'm useful for journeys when you're going far,
I need lots of petrol because I'm a ___

15-20 minutes (center time): Rhyming riddle activity will be left out during center time for children to use
independently or with a partner.
Day 2:
10 minutes (whole group activity): The teacher will read the book Sheep in a Jeep by Nancy Shaw. As the
book is read the teacher will as the children to clap each time they hear a rhyme. When they clap the teacher
will write they rhyming words on a piece of chart paper. When the story is over all of the rhyming words will
be read back to the children.
35 minutes (during center time): The class will be creating their very own rhyming book on Storybird. The
teacher will already have started the book by having several pages of illustrations picked out for the book.
Children will work together in pairs to dictate what the teacher will write next to each illustration but their
story must have at least one rhyme.
Day 3:
10 minutes (whole group activity): After the story, the children will play a modified version of London Bridge
is Falling Down. As the children go under the bridge they will sing Rhyming bridge is falling down if they
are the child that gets trapped in the falling bridge then they must name two words that rhymes in order to be
freed (if children struggle with this then they can call on a friend for help).
35 minutes (during center time): Children will work on the classroom computer and view a Google Slide
rhyming game. On one slide there will be a picture with the word under it and then two additional labeled
pictures. The children will name which of the two pictures rhyme with the word on the top of the slide. The
children will then advance the slide to see if their answer is correct. The teacher will be able to sit beside the
child and view their responses.

Pre-Assessment:
I will have read several books that contain rhyming words in them and paused so that children could finish the
sentence with the rhyme. This will tell me who if any of the children understand the concept of rhyming. We
also play the rhyme game during transitional times of the day were I will ask the question What rhymes
with
Scoring Guidelines:
Teacher judgment will be used as the primary form for the scoring guideline. Additionally, a checklist
will be used to indicate which children do or do not grasp the idea of rhyming. The classroom aide will
check off the children who are able to rhyme during the activities.
Post-Assessment:
The activity, Google Slide, used on day 3 will be used to assess the childrens ability to identify rhyming
words.
Scoring Guidelines:
There will be 10 sets of rhymes that the children will need to identify. The teacher will observe and
score the children during this activity,

Differentiated Instructional Support

For students who need to be challenged with this concept, picture could be removed only leaving words for
them to sound out. The teacher can scaffold the childs learning by focusing more on word families and
include writing activities as well.
For students that are struggling additional time can be given in class to work participate in some of the
extension activities (computer games). They may also be partnered with students who have mastered the
material for support.

Extension
PBS Rhyme Time Bingo
http://pbskids.org/superwhy/#/game/wonderredbingo
PBS Kids has a variety of interactive games that children can play independently or with an adult. There are
rhyming games, vocabulary game, alphabet games and a whole lot more!
Nick Jr. Oobi Rhymes
http://www.nickjr.com/kids-games/oobi-rhymes.html
In this game a picture word/picture is shown and spoken along with another picture/word that rhymes. Then
the picture is removed and three more appear and the child must select the one that rhymes with the original
picture. When they get it right they earn a star.

Homework Options and Home Connections

Because it is not developmentally appropriate for children 3-5 to be assigned homework, I would instead send
information to parents on how to extent their learning at home. They will be provided with the extensions
above so that their children can play rhyming games that are available online. They will also receive a list of
books that contain rhymes and rhyming words along with a tip sheet on how to reinforce rhymes while reading
to their children (ex: pause while reading to allow your child to fill in the rhyming word).

Interdisciplinary Connections
Math will be integrated as the children chart the words that rhyme in the story Sheep in a Jeep. Once all of the
words are charted they will be able to count the number of words they identified.

Materials and Resources:

For teachers

Hook: Rebus Chart with removable pieces

Day One: GoAnimate Video played on smart board, riddles with pictures
Day Two:
Book Sheep in a Jeep by Nancy Shaw, chart paper and marker
Computer with the app Storybird open.
Day Three: Computer for Google Slide

For students

Smart Board, computer, iPads can be used for the extension activities.

Key Vocabulary
Rhyme, words from the book that the children may be unfamiliar with (steep, leap, shove, shrug, yelp)

Additional Notes
none