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Kindergarten
CC.SS.ELA-Literacy.RF.K.2:
Phonological Awareness- Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA.-Literacy.RF.K.2.A:
Students will be able to recognize and produce rhyming words.

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The teacher will use a rhyming worksheet to assess student's proficiency and understanding in the concept of rhyming words, as well as the use of observation and informal assessment.

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Materials:

crayons

pencils

erasers

"Cat in the Hat"

Rhyming worksheet

Students sit on the floor.
Teacher will introduce what rhyming words are, check for previous knowledge.

Ask students for suggestions of words that rhyme, have a class discussion.

Read Cat in the Hat Book, emphasizing rhyming words and pointing to them in the book.
Students will clap when they hear a rhyme.
Revisit rhyming words.
Work with students to create rhyming words, until each student has a chance to come up with one.
Make a chart as a class of rhyming words using different colors.
Independent practice time with worksheets.
Gather back on the floor, check for understanding, and answer any questions.
Teacher can say words, students can respond with a rhyming word.
Closure to rhyming lesson.

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The activity uses visuals and allows for the students to draw pictures and see the teacher’s pictures as well. The direct instruction models exactly what the students are expected to do, and gives them an idea of what their thought process might look like.

Visuals and modeling are important concepts per the SDAIE method of working with students who are ELL. This helps to leave little up for interpretation of what is expected of them. The students are also able to see the teacher using pictures to help explain their thinking. This visual process helps the students to understand the learning outcome.

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This post will share with you some Thinking Maps we worked on this week! You can see below we have been talking about Dr. Seuss. Wha...

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Low achieving students will be given the opportunity to learn from their peers during collaborative work. During independent practice, the teacher will speak with the students to come up with words audible that rhyme. If the students do not know how to write them, the teacher can write them in a light pencil shade on their paper, and the students will trace over.

These students may be struggling with phonemic awareness skills. The teacher participating with them will help to gain understanding and boost confidence to try on their own. If the teacher must write the word for them, the students will gain practice in writing letters and decoding words. This has them become a multisensory activity for the students.

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Provide clear and precise directions.

For students who have difficulty remaining focused, facilitate a lot of student responses.

Use a randomized system of name calling to help those students stay engaged. For students with visual and spatial difficulties, I will have students point to the rhyming words.  We will use colored markers to match the pairs of words that rhyme.  This will provide colored contrasts for students with visual impairments.

When saying directions, write them down, model the process of the product, check comprehension, and ask for questions.

Use colored place holders, pocket charts, sentence frames, additional time, visual and auditory cues.

Provide options for students.

Time is the best gift we can give a student who has a learning disability. If this student with a learning disability also has a counselor or specialist, this is a great assignment to work on together. The student may also feel pressured to finish fast and not fully understand the concept, which is why the teacher can take some of that stress away by providing more time to the student. This will require communication with the parents/guardian to complete this activity at home.