Lesson plan

Lesson 15 - Introducing Rhyme Time

  • From EL Education Language Arts
  • Created by
  • Standards
  • Tags
teaches Common Core State Standards RF.K.2.a http://corestandards.org/ELA-Literacy/RF/K/2/a
teaches Common Core State Standards RF.K.3.b http://corestandards.org/ELA-Literacy/RF/K/3/b
teaches Common Core State Standards RF.K.3 http://corestandards.org/ELA-Literacy/RF/K/3
teaches Common Core State Standards RF.K.2 http://corestandards.org/ELA-Literacy/RF/K/2
teaches Common Core State Standards RF.K.3.a http://corestandards.org/ELA-Literacy/RF/K/3/a
Print / PDF
Press ESC or click here to exit full screen

Tip: swipe on touch devices, use your keyboard's ← and → arrow keys, or clicker buttons to quickly navigate the lesson plan

or to view additional materials

You'll gain access to interventions, extensions, task implementation guides, and more for this lesson plan.

Lesson 15 - Introducing Rhyme Time

About this lesson

To learn more about this lesson, read the Lesson 15 Overview found under the Additional Materials tab.

Daily Learning Targets

  • Opening A:
    • I can identify the name and sound for the letters “h,” “p,” “a,” and “t.” 
    • I can say the sound that each consonant letter makes in words.
    • I can identify the most common single graphemes (letters) for short vowels.
  • Work Time A:
    • I can identify and produce words that rhyme. 
    • 'I can listen to a list of three rhyming words and create a new rhyming word with a different sound (provided by the teacher; example: “pat,” “bat,” “hat,” /s/).
    • I can listen to a line of text containing two rhyming words, and pick out and say the two words.
    • When given a word, I can create a new rhyming word by changing the first sound in the word.

In advance

  • Prepare:
    • Enlarged poem: “A Pink Parrot Took My Hat!” (handwrite on chart paper, display electronically, or enlarge a photocopy)
    • Pictures of a bed, hat, and car for use during Work Time A.
    • Articulatory Gestures Chart (to post)
    • Snapshot Assessment (optional; one per student)
  • Gather materials for differentiated small group instruction (see Differentiated Small Groups: Work with Teacher).

Vocabulary

  • Lesson- specific: rhyme, rhyming
  • Text-specific: parrot, swooped

Materials

  • Enlarged poem: “A Pink Parrot Took My Hat!” (to display; from Lesson 11)
  • Large pointer (optional; for teacher to point to words in poem as the class recites)
  • Work Time Picture Cards: “bed,” “hat,” “car,” (one for display)
  • Articulatory Gestures Chart (to post)
  • Snapshot Assessment (optional; one per student)

 

 

 

 

 

 

 

 

 

Adapted from EL Education under CC BY license. All adaptations copyright 2019 LearnZillion.