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Nicole Moorman

Grade: 1st
Subject/Topic/Activity: Rhyming
Standards:
CCSS 2.4: Describe how words and phrases supply rhythm and meaning in a story, poem,
or song.
Objective:
Students will be able to identify rhyming patterns by participating during the read aloud
and successfully participating in each leveled activity.
(Success is measured through teacher observation and successful combinations and
display of rhyming words)
Materials:
Green Eggs and Ham By: Dr. Seuss
Chalk board/White board
Dry-erase boards
Flip-cards
Picture rhyming cards
Procedure:
Pre-assessment: Teacher places white paper on students tables/desk and students are
instructed to write down any rhyming words they know. Teacher will collect papers and
quickly evaluate to see previous knowledge and understanding.
Introduction:
Bring students to the carpet
Can I please have everyone on the carpet?
Okay class, today we are going to read a book by a very famous author
Does anyone recognize this author?
Students will quickly recognize Dr. Seuss and shout out that they know him
Okay now who can tell me something about the way Dr. Seuss writes?
Children will say responses such as: he draws a lot of pictures, he is silly, etc.
Those are all excellent answers, but does anyone know anything about the
patterns Dr. Seuss uses in his books? Does anyone know what a pattern in writing is?
Children will respond: a pattern is something that happens more than once and keeps
coming up in a story he uses words that sound like each other
You are all correct! Words that sound like each other are called rhymes. Dr.
Seuss uses a rhyming pattern in all of his books! Can anyone think of any word pairs that
rhyme?
Children will come up with rhyming pairs and teacher will record on board.
For example: a student says that cat and hat rhyme, teacher will now ask Can
anyone else think of more words that rhyme with cat or hat?
Children will respond: mat, rat, pat, etc and teacher will also record these words on

board.
Can anyone figure out what these words have in common? What makes them rhyme?
Children will respond: All the words have the same sound at the end
You have the right idea! When you look at this list of rhyming words we have up here
on the board (point to mat, rat, pat, cat, hat), what letters do each of the words have in
common? Can I have a volunteer come up to the board and underline the two letters
every rhyming word in this group has?
Volunteer will come up and underline the AT in every word.
Excellent! Rhyming words have the same ending letter combination and that is what
makes them sound the same. This is called a phonogram. There are many different
combinations of letters that can create rhymes! Now we are going to read Dr. Seusss
book Green Eggs and Ham. In this book, there are many rhymes. If while I am reading
you hear two words that rhyme, I want you to raise your hand.
Body:
*Start to read aloud Green Eggs and Ham by Dr. Seuss
Each time student raises hand, teacher takes the time to write the rhyming words on the
board.
*Once in a while, (and to continue engagement) notice that a student has been sitting very
nicely and participating and allow him or her to come to the board to write the words
Finish the book and set attention to the board. There should be many
different groups of rhyming words with different letter combinations. Take turns choosing
volunteers to come to the board and underline the different letter combinations.
Johnny, can you please come to the board and underline the letters in this group
(points to house and mouse) that make the words rhyme?
Johnny is confused because there are 3 letters that make the combination opposed
to the 2 letters from the first example.
In some rhyming words, there are three or even four letter combinations that
make the words sound alike.
Johnny underlines ouse.
Okay boys and girls, great job today. I want you all to return to your seats, take out your
writing notebooks, and write down two more pairs of rhyming words. Make sure you
choose words we have no yet gone over!
Send students back to their desks and get them situated
Closure:
Teacher creates three leveled groups based on pre-assessment and observation during
read-aloud.
Activity:
Three groups are created based on knowledge and skill level (homogeneous grouping).
Activity 1: rhyming picture card match game
(Below grade-level & ESL)
Activity 2: flip-book with phonograms and consonant and/or consonant blends
(On grade level)
Activity 3: dry-erase board with three or four letter phonograms coupled with blends and
consonants. Students will form rhyming words and write them on dry-erase board.
(Above grade level)

Assessment:
Students will be assessed a few different ways. Students will first be assessed by their
participation during the read aloud. Students are instructed to raise their hands when they
hear a rhyming pair while Green Eggs and Ham is being read to the class. The teacher
will assess by making sure the students are participating. The teacher will also assess by
observing and measure success through the students display of rhyming words.
Management and Transitions:
Teacher will monitor and pace lesson based on student participation and understanding.
Differentiation:
Activities are levels based on the previous knowledge and skill level that the students
have.

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