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.