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CIED 3253

MM/DD/YY

Targeted Literacy Strategy or Skill: Rhyming

Grade level: Kindergarten
Objective: The student will be able to use two- letter patterns and find words that rhyme with each other
based off those two-letter patterns.
Common Core State Standard/ PASS Standard:
CCSS.ELA-LITERACY.RF.2.A (Recognize and produce rhyming words)
CCSS.ELA-LITERACY.RF.2.B (count, pronounce, blend and segment syllables in spoken words)
CCSS. ELA-LITERACY.RF.2.C (Count and blend onsets and rimes of single- syllable spoken
words)
CCSS.ELA-LITERACY.RF.2.E (add or substitute individual sounds in simple, one syllable words,
to make new ones)
Prior knowledge: (What students already know)
The ability to recognize letters and the sounds they make.

Observations/Rationale: (Before Lesson) What did you notice in your students work that let you
know this lesson was necessary? (This will be an approximation this semester.)
It is time to introduce rhyming to the children in my class. They have not had previous experience with
this new skill. They need to learn the skill before we move on in the class.

Materials Needed:
Lesson from (Name your source): Phonics They Use Words for Reading and Writing by Patricia M.
Cunningham
Mentor Text: No mentor text required
Materials:
Large cardstock with each letter of the alphabet written on it.
A large piece of cardstock with the suffix and written on it.
Student Groups (whole/small group/partners): whole group
Mini Lesson Format:
Connect (Engagement/Pre-reading):
asked students to choose rhyming words.
Teach (Model/Explain)
Showed students what rhyming words were and how they could be manipulated.
Active Engagement (students try it out): one student is asked to wear the and sign and stand up
next to the teacher. After that, each student is handed a piece of cardstock that has one letter of the
alphabet written on it. I will name a letter and the child who is wearing that letter will be asked to
come stand in front of the and. The students and I will read the word together and blend the
sounds as we read. The student with the one letter on will return to their seat and ask for another

letter to come and repeat the process. Next I will say the word (same as the ones I previously used)
and ask the students to point to the letter that needs to come up. When I collect the cards, I will say
the letter and ask that the students return the card when they hear their letter called to help with
letter recognition.
Link (Articulating the expectation that students will now use this skill/strategy when reading or
writing)
Today, we learned to recognize words that are rhyming. Rhyming words have the same ending
but begin with different letters. As we continue to read different stories in class, be looking and
listening for words that rhyme.