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LITERACY CENTER PROJECT REPORT

Your Name: Abby Moran


Title of Center: Mitten Matching (Rhyme)
Grade Level: Kindergarten (end of kindergarten or beginning of first
grade as a refresher)

Skill (and standard #) addressed from the Common Core/Maryland


State Curriculum:
CCSS.ELA-LITERACY.RF.K.2
Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
CCSS.ELA-LITERACY.RF.K.2.A
Recognize and produce rhyming words.
CCSS.ELA-LITERACY.SL.K.6
Speak audibly and express thoughts, feelings, and ideas clearly.

Brief Description:
The mitten matching project mainly focuses on rhyming skills. I
decided to use mittens for this activity because mittens come in pairs
and students will understand that they are looking for the mittens that
go together. Therefore, they are looking for rhyming pairs. There are
two different bags that contain different colored mittens. The bag with
red mittens contains easier rhyming pairs and the bag with the orange
mittens contains a bit more challenging pairs. Once the students have
placed all of the red mittens together in pairs, they will be given a
worksheet to complete and hand in to the teacher. On this worksheet,
students will draw a line from a word on the left to its rhyming pair on
the right. Once the teacher has glanced over the worksheets for
correctness, the students will be given the more challenging rhyming
pairs and complete the same process as before.

Materials (include a blank copy of all teacher made worksheets)


Rhyming Pairs Included:

Frog- Dog

Clock-Sock

Snake-Rake

Mouse-House

Corn-Horn Yarn-Barn

Car-Star

Cat-Hat

Light-Kite

Name:____
____________

Rhyming Worksheet
Match the Words that Rhyme
Directions: Draw a line from each word on the left
to its rhyming pair on the right. You may use your
mittens to help you out. If you finish early, you may
draw your own pictures under each word.

Frog
Mouse

Hat
Star

House
Sock

Car
Dog

Clock
Cat
Name:________________

Rhyming Worksheet
Match the Words that Rhyme
Directions: Draw a line from each word on the left
to its rhyming pair on the right. You may use your
mittens to help you out. If you finish early, you may
draw your own pictures under each word.

Snake
Kite

Light
Yarn

Barn
Horn

Corn
Rake
Getting organized (procedures):
1. Teachers must come up with rhyming pairs, create mittens and
make follow up worksheets.
2. Teacher will instruct students to go to their designated center
(assigned by the teacher at an earlier date).
3. Students will be given the first bag of mittens and will be instructed
to find each mittens match.
4. Students will wor
the pairs together.

k with their group partners in order to group

5. Students will be given a follow up worksheet and will be expected to


complete this worksheet individually.
6. Teacher will check over student responses and make sure that they
are on the right track.
7. When successful, students will be given the more challenging

rhyming pairs and they will complete the same process.


8. Students will be asked to clean up their center and return to their
tables.
9. Students will hand in worksheets to the teacher.
10. Teacher will evaluate student work.

Insert digital photographs:

Student Scaffolding and Differentiation:


Identify at least 2 academic language demands at this center (e.g.,
vocabulary that may be unfamiliar, genre, big ideas/concepts,
figurative language, multisyllabic words)? What scaffolding will you
provide so that students can meet these 2 academic language

demands? Write at least 2 comments about the scaffolding you will


provide for each academic language demands.
In this center, students are focusing on phonemic awareness,
vocabulary and rhyming skills. Students will be expected to recognize
the picture that they are looking at, sound out the word and find the
rhyming word that matches the given word. Students will start off with
simpler rhyming pairs and will eventually move into more challenging
pairs. Since some of the pairs are easier than others, the mittens are
split into two separate categories. The red mittens contain the easier
rhyming pairs and the orange mittens contain a bit more challenging
pairs. The students will only be given the orange mittens once they
have successfully completed the worksheet involving the less difficult
rhyming pairs. In addition, the mittens contain pictures of the words
whereas the worksheet contains the actual words without any pictures.
The worksheets will challenge the students to recognize the rhyming
pairs using words instead of pictures.

How would this center address the needs of multiple abilities,


strengths, and needs of the students in your future classroom? Write at
least 2 Comments.
This center will address the needs of multiple abilities, strengths and
specific needs of students. Instead of focusing on just one aspect,
students will be recognizing pictures, sounding out words and
matching pictures and words together. Since students have different
abilities, its important to start off with the easier rhyming pairs and
eventually move into the more challenging pairs. The center will allow
the teacher to recognize specific students strengths and/or
weaknesses. If the majority of students face a lot of challenges with
the center, its evident that the teacher must go back and reteach the
lesson on rhyming pairs.

Student Accountability System:


How do you organize the accountability system so that students
completed their work?
The students will complete two worksheets at the center. The first
worksheet will be completed halfway (or a little less than halfway)
through the center. The teacher will simply walk by the center and
make sure that the students are on the right track while completing
the worksheet. If some students need more help than others, the
teacher can work with individual students. Once the majority (hopefully

all) of the students finish the worksheet, the teacher will then hand out
the other set of mittens. Once the students pair the mittens together,
they will complete a second worksheet that contains the more
challenging pairs. The teacher will then have the students turn both
worksheets in and see how the students did. Since the second
worksheet contains more challenging words and the teacher didnt
prompt the students as much as the first worksheet, the second
worksheet will truly show each individual students understanding of
the center. In addition, the worksheets allow the students to draw
pictures of the rhyming pairs if they complete the worksheet early.

Would students able to independently complete the work at this


center? Yes/No (explain)
In this center, students will work independently as well as with a group.
When finding the mitten pairs and matching these pairs together,
students will work with one another. I believe that the help and
guidance of other students will be beneficial. However, both
worksheets must be completed individually. The worksheets provide an
opportunity for the teacher to understand the strengths and
weaknesses of his/her students. This way, the center contains
somewhat of a balance of the students working together and working
independently. Students will thrive off of the help of other students as
well as be able to express what they individually know.

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