Lesson Plan

Contributor Information

Name: Lea Anne Russell
email address: leaanne_russell.places.pinellas.k12.fl.us
School: Bardmoor Elementary School

Standards

Sunshine State Standards

Strand A: Reading

Standard 1: The student uses the reading process effectively.

Benchmark(s):

LA.A.1.1.1: The student predicts what a passage is about based on its title and illustrations.

LA.A.1.1.2: The student identifies words and constructs meaning from text, illustrations, graphics, and charts using the strategies of phonics, word structure, and context clues.

LA.A.1.1.3: The student uses knowledge of appropriate grade-, age-, and developmental-level vocabulary in reading.

LA.A.1.1.4: The student increases comprehension by rereading, retelling, and discussion.

LA.A.2.1.2: The student selects material to read for pleasure.

Strand B: Writing

Standard 1: The student uses writing processes effectively.

Benchmark:

LA.B.1.1.1: The student makes a plan for writing that includes a central idea and related ideas.

Standard 2: The student writes to communicate ideas and information effectively.

LA.B.2.1.3: The student uses basic computer skills for writing, such as basic word-processing techniques such as keying words, copying, cutting, and pasting; using e-mail; and accessing and using basic educational software for writing.

Strand C: Listening, Viewing, and Speaking

Standard 1: The student uses listening strategies effectively.

Benchmark(s):

LA.C.1.1.1: The student listens for a variety of informational purposes, including curiosity, pleasure, getting directions, performing tasks, solving problems, and following rules.

LA.C.1.1.2: The student recognizes personal preferences in listening to literature and other material.

LA.C.1.1.4: The student retells specific details of information heard, including sequence of events.

Benchmark(s):

LA.B.2.1.1: The student writes questions and observations about familiar topics, stories, or new experiences.

LA.B.2.1.2: The student uses knowledge and experience to tell about experiences or to write for familiar occasions, audiences, and purposes.

LA.B.2.1.3: The student uses basic computer skills for writing, such as basic word-processing techniques such as keying words, copying, cutting, and pasting; using e-mail; and accessing and using basic educational software for writing.

Standard 2: The student uses viewing strategies effectively.

Benchmark:

LA.C.2.1.1: The student determines the main idea in a nonprint communication.

Standard 3: The student uses speaking strategies effectively.

Benchmark(s):

LA.C.3.1.1: The student speaks clearly and at a volume audible in large- or small-group settings.

LA.C.3.1.2: The student asks questions to seek answers and further explanation of other peopleŐs ideas.

LA.C.3.1.3: The student speaks effectively in conversations with others.

LA.C.3.1.4: The student uses eye contact and simple gestures when speaking.

Strand D: Language

Standard 1: The student understands the nature of language.

Benchmark:

LA.D.1.1.1: The student recognizes basic patterns in and functions of language (patterns such as characteristic sounds and rhythms and those found in written forms; functions such as asking questions, expressing oneself, describing objects or experience, and explaining).

Standard 2: The student understands the power of language.

Benchmark:

LA.D.2.1.2: The student identifies and uses repetition, rhyme, and rhythm in oral and written text.

Strand E: Literature

Standard 2: The student responds critically to fiction, nonfiction, poetry, and drama.

Benchmark:

LA.E.2.1.2: The student recognizes rhymes, rhythm, and patterned structures in childrenŐs texts.

NET Standards
1. Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audio tapes, and other technologies. (1)
2. Use a variety of media and technology resources for directed and independent learning activities. (1, 3)
3. Communicate about technology using developmentally appropriate and accurate terminology. (1)
4. Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning. (1)

5. Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom. (2)
7. Practice responsible use of technology systems and software(2)

8. Create developmentally appropriate multimedia products with support from teachers, family members, or student partners. (3)

Lesson Plan

Title: Phonological Awareness/Rhyming

Technology Resource Requirements: Computer(s) with Internet connection, printer, a word processing/drawing/painting program (ClarisWorks for Kids, KidWorks, Kid Pix), a multimedia program (Hyperstudio, Powerpoint)

Other Resources: Bunny Puppet (idea from the Phonological Zoo program by Linda J. Ayres, Ph. D.), Pictures That Rhyme Cards (by Media Materials), a xylophone or bell (referred to as rhyme chime), assorted rhyming books (Click here to see Rhyming Book List)

Subject Area(s): Reading/Language Arts

Grade Level: Kindergarten

Short Description : The students will develop their phonological awareness through activities that focus on rhyming words and word families.

Interactions: Students work independently, in pairs, small groups, and in a whole group setting. Level of guidance is dependent on student's needs and maturity levels.

Approximate Time Required: 2-3 weeks

Gain Attention: Introduce the students to the puppet Funny Bunny and his rhyme chime. Funny Bunny always rings his chime when he hears two words that rhyme. Funny Bunny demonstrates his skill while you and the students read and/or recite familiar nursery rhymes. Visit this web site for Mother Goose Rebus Rhymes: http://www.enchantedlearning.com/Rhymes.html

 

Tasks:

1. Send home the parent letter: Helping Children with Rhyming which includes; ideas for practicing and reinforcing rhyming, a list of rhyming and poetry books, and several web sites relating to rhyming. Click here to see the sample letter

2. Read the story, One Sun to the children for pleasure. Reread the book and have Funny Bunny ring his chime when he hears the rhyming word pairs (The teacher will model use of the rhyme chime with Funny Bunny during the first week. During the second week you may want to select a child for the task.) After you have reread the story, go back and record the rhyming pairs on chart paper or a word processing document. Compare the words for students to discover that they have the same group of letters at the end of the word and tell them that we call them word families or rimes. Then have the students generate new words that rhyme with each pair (ex. for sand/hand, they could say land, band, etc.) Record the new rhymes. Continue generating rhyming words for each pages rhyming pair and save for future innovations.

3. Continue reading rhyming text on a daily basis with Funny Bunny and his rhyme chime.

4. Play Funny Bunny and the Rhyme Line. Introduce the students to the Pictures That Rhyme Cards going through and naming each picture so the students know the names of each picture. Pass out the picture cards to the students. The teacher and Funny Bunny will move slowly among the students singing the Funny Bunny Song to the tune of The Bunny Hop: "Funny Bunny likes to rhyme. Funny bunny rings his chime." Stop in front of a child and that child tells the name of the picture on the card. The child with the matching rhyme card stands up and tells the name their picture. Each time the children find their rhyming pair, Funny Bunny rings his chime and those children join the rhyme line. Continue sing the song and continue stopping in front of different children until everyone is part of the rhyme line.

5. Read the book Oh, A-Hunting We Will Go to the students for enjoyment. Reread the book with Funny Bunny and his chime to help the students identify the rhyming pairs. Now sing the the song Oh, A-Hunting We Will Go with the children for fun. Next, have the students recall the funny rhyming pairs from the book while you record them on a Hyperstudio stack (one rhyming pair per page). Students then draw and paint or find clipart to illustrate each page. Save the stack on the computer for students to revisit during centers, rest, or free time. (You will need to create the Hyperstudio stack prior to this activity with text boxes, buttons, etc.) See Hyperstudio Stack; Oh A-Hunting We Will Go To run it you will need a Hyperstudio plug-in.. To download the plug-in click here.

6. Re-read or sing Oh, A-Hunting We Will Go, this time choose students to help Funny Bunny ring his chime. Then have students brainstorm new rhymes for an innovation of the story they will be making using the same repeated text pattern from the story (Oh, a-hunting we will go, a-hunting we will go, we'll catch a _____ and put him in a _____ and then we'll let him go.) Each student or pairs of students will then make an innovation page on ClarisWorks for Kids using the Paint and Write Template. They will copy the text pattern and then type in their new animal and object words and then find graphics for or draw and paint their illustration. Finally we will put all the students printed pages together in a class book.

7. Go to the website A Pocket Full of Rhymes at http://members.aol.com/Bvsangl/pocket.html and do several of the Guess What??? or Guess Who??? rhymes with the class. Then show the students the Powerpoint Presentation; Guess a Rhyme I have created. Save this presentation on the computer for students to revisit during centers, rest, or free time. You can explore this site further on another day, reading some of the poems in The Poetry Corner for the students with Funny Bunny ringing his chime for the rhyming words.

8. Read the book, The Completed Hickory Dickory Dock, choose different students to work Funny Bunny and his rhyme chime as you read each page. After students chime they must identify the rhyming words. Show the students the Hyperstudio stack; Hickory Dickory Dyme, Help the Mouse Rhyme. The students are to identify the word that rhymes with the innovated text on each page from the three choices. Students can make up their own innovations to be added to the stack. Save this stack on the computer for students to revisit during centers, rest, or free time.

Additional Rhyming Web Sites:

Mother Goose Rebus Rhymes: http://www.enchantedlearning.com/Rhymes.html

A Pocket Full of Rhymes: http://members.aol.com/Bvsangl/pocket.html

William Wegman's Mother Goose: http://www.sonywonder.com/wonderland/sandbox/wegman/index.html

William Willya's Rhyme Game: http://www.willya.com/ww/game1_1.htm

Hendersonville Mother Goose Coloring Pages: http://www.niteowl.org/kids/hpdcolor.html

HPD's Nursery Rhyme and Music Page: http://hendersonville-pd.org/hpdnursery.html

Childrenstory.com Nursery Rhymes: http://www.childrenstory.com/rhymes/indexnew.html

A Base for Tongue Twisters and Rhymes: http://www.nanana.com/tonguetwisters.html#tngtwstrs

Jump Rope Rhymes: http://www.corpcomm.net/~gnieboer/jumprope.htm

Assessments

Rhyming Assessment/Rubric

Technology Assessment/Checklist

Credits

Some ideas from: The Phonological Zoo, A Language Awareness Training Program for Young Children, by Linda J. Ayres, Ph.D. , Copyright 1991, 1993

Background graphics by: Jelane's Free Web Graphics