Bringing Literature to Life Featuring the Book What a Wonderful World and the use

of
Rhyming Words
Stephanie Stovall
Kindergarten/ Literature-Language Arts

Common Core Standards:

OH.CC.RL.K.
RL.K.5.
RL.K.7.

Reading Standards for Literature

Craft and Structure
Recognize common types of texts (e.g., storybooks, poems).
Integration of Knowledge and Ideas
With prompting and support, describe the relationship between
illustrations and the story in which they appear (e.g., what moment
in a story an illustration depicts).

OH.CC.RI.K.

Reading Standards for Informational Text

RI.K.5.

Craft and Structure

Identify the front cover, back cover, and title page of a book.

OH.CC.RF.K.

Reading Standards: Foundational Skills

RF.K.1.

Demonstrate understanding of the organization and basic features of

print.
Follow words from left to right, top to bottom, and page by page.
Recognize that spoken words are represented in written language by
specific sequences of letters.
Understand that words are separated by spaces in print.
Recognize and name all upper- and lowercase letters of the
alphabet.
Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
Recognize and produce rhyming words.
Count, pronounce, blend, and segment syllables in spoken words.

RF.K.1(a)
RF.K.1(b)
RF.K.1(c)
RF.K.1(d)
RF.K.2.
RF.K.2(a)
RF.K.2(b)

RF.K.3.

RF.K.4.

Know and apply grade-level phonics and word analysis skills in

decoding words.
Demonstrate basic knowledge of one-to-one letter-sound
correspondences by producing the primary or many of the most
frequent sound for each consonant.
Read emergent-reader texts with purpose and understanding.

OH.CC.SL.K.

Speaking and Listening Standards

RF. K.3(a)

SL.K.2.

SL.K.5.
OH.CC.L.K.
L.K.1.
L.K.1(a)

Comprehension and Collaboration

Confirm understanding of a text read aloud or information presented
orally or through other media by asking and answering questions
about key details and requesting clarification if something is not
understood.
Presentation of Knowledge and Ideas
Add drawings or other visual displays to descriptions as desired to
provide additional detail.
Language Standards
Conventions of Standard English
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
Print many upper- and lowercase letters.
See Link below:

http://www.readwritethink.org/classroom-resources/lesson-plans/what-name-teaching-concepts37.html?tab=2#tabs

Lesson Summary:
Students will listen to a short story What a Wonderful World written by George David Weiss and Bob
Thiele, illustrated by Ashley Bryan. They will also listen/watch a video of the famed jazz musician Louis
Armstrong singing the lyrics/words of the book. The purpose of the lesson is to learn the ability to rhyme
therefore discovering new words to add to their vocabulary. Also, to learn to discuss and elaborate on the
context of a short story. Students will incorporate art and math in the lesson while the teacher records their
discoveries on the smart board or ELMO.
Estimated Duration:
This lesson will lasts 4 days. Each segment will be 45 minutes long with the 4th day being an assessment day
that will require 30 minutes. The 45 minutes will allow kindergarteners the ability to manipulate markers,

pencils, and I pads, as well as listen and or read the story, depending on their reading level. The time limit also
allows students to collect supplies, clean up and then transition to the next academic subject or phase of their
day.

Commentary: This lesson should be exciting and creative for the whole class. Teacher should be upbeat and
very open to discussion from the class, expect imaginations to soar. This lesson will require technology (I pad,
laptops or computer; ELMO w/whiteboard or smart board; as well as art supplies (crayons, paper, watercolor,
pencils). The only challenge foreseen is the homework assignment. It can be difficult to have family projects
completed in the time allotted. The students will get hooked on this lesson because it will involve music,
technology, art and conversation. Learning will occur without them realizing.

Instructional Procedures:
Day 1:
Introduction 5 minutes: Present book and history of authors, and musician.
20 minutes: Read book What A Wonderful World and watch video using smart board. Play video again and
allow children to sing along and dance. Video should have lyrics printed across the playback as children view
and sing. Teacher participates as well.
20 minutes: Distribute art supplies (variance of light colorful construction paper, crayons, pencils) Children
will create their version of an earth or world as a better place. Play song softly in background as children
draw. Teacher asks questions to about their drawing as she/he walks around the classroom.
Send homework assignment home: photocopy of a picture frame. Student and family should draw a colorful
picture of their home life (family, pets). Due on Day 3.
Day 2:
Intro to Rhyme Words 10 minutes: Reread What A Wonderful World. Point out the words that have like
sounding endings. (ex. grow-know) Explaining that they rhyme. Encourage students to think of rhyme words
( ex. cat-hat, dog-log, etc.)
20 minutes: Distribute Ipads to students. Assist them as they navigate to the app Bud's Rhyming Words Kids learn word families, CVC, short & long vowel words By Nimble Minds LLC. Allow students to work in
small groups or pairs as they play the interactive game on the Ipad. Allow time to put away Ipads.
15 minutes: Allow students to scan their artwork from the Day 1 on the computer scanner. Assist them so that
they know what technology and machine they are using. Once artwork is scanned and uploaded to computer
the students should be guided to an art wall where they will hang their picture for classroom display. Teacher
will upload to Pic Monkey for a Day 3 lesson during a planning period.
Day 3:
10 Minutes: Social Studies theme on how we can make the world a better place. Use smart board to show
different pictures of plights of our world and a solution to them. (ex: to many landfills-we should Recycle)
These should not be to dismal as the students are kindergarteners. Encourage students to give examples and

possible solutions.
20 minutes: Distribute Ipads. Help children find their artwork on Pic Monkey. Teacher and assistants will
help each student construct a short sentence to type on their artwork. Students can choose their own font and
where the sentence will be placed. Save the newly edited image for upload to classroom blog.
15 minutes: Children go to the app ABC Phonics Rhyming Words. They are allowed to play on the app as
individuals, or pairs.
Day 4:
30 minutes: Assessments. See Post Assessment

Pre-Assessment:
Before assigning the lesson allow 3-5 minutes of one on one time with each student to see if they understand
the concept of rhyme words. This will help teacher grasp the levels of understanding of the class. Present
simple rhyme sounds to see if they catch on and can verbally construct a rhyme pair of their own.
Scoring Guidelines:
Students will not receive a graded score because they are in Kindergarten. They will receive a check
for completing the artwork, writing their sentence, practicing on the apps, participating in the class
discussions. The grade, to make sure they have met the standard, will be decided during the post
assessment.
Post-Assessment:
Children will use computers and have handouts for assessments. Half the class will work on the computer
while the other half will complete handouts. After 15 minutes the handout students will move to the computers
and the computer users will complete the handouts. The computer users will complete match words/pictures of
rhyming words. The handout will ask students to write/trace the rhyme words and match them to respective
picture.
Scoring Guidelines:
The computer assessment portion will have 16 pictures and 16 words for students to match with
respective rhyme word. The printed handout will have 10 words and pictures for the students to write
and or trace the rhyme words. The students will be scored by how many correct pairs they achieve.
The students are expected to get 12 out of 16 on the computer assessment to be considered as meeting
the standard. They should get 7 out of 10 on the written assessment to be considered as meeting the
standard. If student does not meet the necessary standard they will be able to take the assessment again
during an independent work time.

Differentiated Instructional Support

Gifted or accelerated students will be allowed to create their own rhyming picture book using a computer
software or hand writing the book. It can be as lengthy or short as they wish. They will present to the class
their stories by reading them aloud to the class or one on one with a peer.
Students who may struggle with the initial exercise may have a more simplified option. They will work with
the teacher or in small groups to practice letter recognition, blending sound & rhyming words/sounds.

Extension
http://pbskids.org/games/rhyming/
This site has a variety of games, stories and videos for various levels of readers. It gets the attention of a young
reader and is able to hold it. Boys and girls can find an activity that interests them. There are choices for
rhyming words, sequencing, matching, etc.
http://www.studyzone.org/testprep/ela4/i/rhymingwordsl.cfm
This site has many practice rhyme sounds and words for students and parents to practice.
Homework Options and Home Connections
Children will create a colorful poster of their world at home and the people with whom they live. Parents are
encouraged to help their child make the poster. Posters will be displayed in classroom or hallway outside of
class. The artwork will be eventually scanned and posted on the teacher blog for parents to view the collective
work of the class. Once scanned, the students will be allowed to type a simple sentence describing their work.
Teacher may need to assist students, however the students spelling, and creative storytelling will be utilized.

Interdisciplinary Connections
Students will not only hear the story read by the teacher but will listen to a recording of the words by Louis
Armstrong. They will be encouraged to dance and sing along. (Music/Dance) The children will engage in
discussion on how the world can be a better place for all people. (Social Studies) Class will also write and
count the rhyming sets we hear and see in the story. (Math)

Materials and Resources:

For teachers

List the materials you will need to teach the lesson.

Digital copy & Hard copy of What A Wonderful World by George David Weiss & Bob
Thiele, Illustrated by Ashley Bryan and sung by Louis Armstrong
ElMO/Projector/Smart board to show rhyme words and to enlarge pages of book.
Scanner to upload student artwork so as to add to teacher blog for parent views.
Crayons, Washable Markers, Construction Paper, Pencils
Computers/I pads for students to type (teacher assisted if necessary) descriptive
beginner sentence or phrases to their uploaded artwork.

For students

List the materials your students will need to complete the lesson and learn the material.
Crayons, Washable Markers, Construction Paper, Pencils
I pads/Computers

Key Vocabulary
Rhyming words are words that have the same ending sound. Examples of rhyming words are dog, log, hog,
and frog.
Author someone who writes a book, story, poem
Illustrator someone who creates the drawings, pictures for a story
Musician someone who creates, plays music (sings or plays an instrument)

Additional Notes
This lesson is for Kindergarteners during the end of the first half of the academic year.