Intervention Lessons

Preservice Teacher:
Elizabeth Cepero
Date:
Week One: 2/23-2/27
Title:
Onset and Rime or Rhyme?
Learner Profile:
Three first grade students.

One level 3 and One level 4 ELL
Subject(s):
Reading & Language Arts Using interactive games for intervention

in Phonological Awareness
Standards:
LAFS.K.RF.2.2 Demonstrate understanding of spoken words,

syllables, and sounds (phonemes).
a.Recognize and produce rhyming words.
b.Count, pronounce, blend, and segment syllables in spoken words.
c.Blend and segment onsets and rimes of single-syllable spoken
words.
d.Isolate and pronounce the initial, medial vowel, and final sounds
(phonemes) in three-phoneme (consonant-vowel-consonant, or CVC)
words. (This does not include CVCs ending with /l/, /r/, or /x/.)
Add or substitute individual sounds (phonemes) in simple, onesyllable words to make new words.
Time Frame:
30 minutes sessions per day
Objectives:
After an interactive puzzle game, the students will be able to

demonstrate knowledge of onset and rime with 60% accuracy.
With support and guidance from the teacher, the students will be able
to determine rhyming words using a goldfish game with 60%
accuracy.
After a concentration matching game, the students will be able to
determine words that rhyme during play with 60% accuracy.
Materials:
Onset and Rime Puzzle Cards

Rhyming Cards for Goldfish and Matching Game
Anticipatory Set:
Graphic Organizer: Matching Words Chart
IPad
Rhyme Time Video
Day One: The teacher will gather the students to the back of the
classroom and introduce the puzzle cards to the students. The teacher
will ask the students know what on set and rime is. If the students
answer incorrectly, the teacher will guide the students to explain what
they will be doing with the puzzle pieces.
Day Two: The teacher will introduce the goldfish cards and ask the
students if they have ever played this game before. The teacher will
share each card to the students and review what to look for when
determining a word that rhymes.
Day Three: The teacher will tell the students they are going to play a
rhyming game by matching. The teacher will show the students each
card and determine what picture card rhymes with one another.
Activities:
Day One 2/23: Onset and Rime Puzzle Game

The teacher will scramble the puzzle pieces face up on the table. The
teacher will instruct the students to find the matching puzzle piece
while saying the onset and rime for each word. Example: /n/ /ail/
Nail. After the students complete the puzzles and blending the onset
and rime, the teacher and the students will read the words together.
Day Two 2/25: Go Fish Game

The teacher will shuffle rhyming cards and pass out five cards to each
student. The teacher will place the remaining cards face down in the
middle of the table. Each student will take turns asking one another,
Do you have a card that rhymes with big? The students will check
their card and determine if they have a card that rhymes. If they have
the word that rhymes with big, they will give it to the student who
asked them. If they do not have the word that rhymes, the student will
say, Go Fish! and the student who asked will have to pick up a card
from the middle stack. The rhyming game will continue until there
are no more cards. Whoever has the most rhyming words, wins.
Day Three 2/27: Concentration (Matching) Game

The teacher lays all the cards face down on the table. The students
will take turns turning over two cards so all students can see the
cards. The student reads the two cards and determines if they rhyme.
If the two cards rhyme, the student will keep the cards. If the two
cards do not rhyme, the student will place the cards face turn and wait
for their turn again. The students keep playing until all the cards are
matched. After the game is finished, the students will receive a
graphic organizer and the teacher will instruct them to write all the
words they have matched on the chart.
After participating in all three activities, the teacher will play the
video, Rhyme Time to provide repetition of rhyming words.
Assessment:
Teacher Observation: The teacher will observe the students during

the interactive games and assess their knowledge on onset and rime
and rhyming words.
Work Samples: The teacher will collect the students work samples
(Matching Word Chart) at the end of the week for further assessment.
Reflective Journal: The teacher will complete a written reflective
journal at the end of every session. The teacher will be able to use the
pictures and video collected to reflect on the sessions and determine
what to do for the next lesson.
ESOL Strategies:
The ELL strategies to be used in this lesson are:

Activation of prior knowledge
Think aloud
Repetition
Teacher modeling
Picture and word cards
Simple, direct instruction
Peer guidance
Adaptations:
Differentiated Instruction:
Use of graphic organizer
Social Component (Small group)
Interactive games
Use of technology
Adaptations:
Extended Time
One-on-One instruction
Remediation:
For students who did not master the objective at the end of the lesson,
the teacher will engage each student in an rhyming or onset and rime
activity one-on-one such as interactive computer games to remediate
the students learning on rhyming.
Curriculum
When learning how to read, the students interconnected all six
Integration:
reading components when becoming a fluent reader. Although I am

focusing on phonological awareness, there are other reading
components being addressed during the lessons. When words are
included on the picture cards, it begins to introduce the component,
phonics. The students experiencing word recognition by having the
words under the pictures on the rhyming cards. Oral language is
another component being used throughout each activity. The teacher
gives clear and direct instruction as well as letting the students
interact with one and other. Lastly, with oral language includes
comprehension by providing repetition. The variety of ways the
students are able to learn in these activities allows each student to
learn in a way he or she can comprehend.
Home Learning:
As part of the weeks homework packet, the student will be provided

with a drill and practice activity on rhyming words and an onset and
rime graphic organizer to complete
Resources:
Teacher's Take-Out. (n.d.). Retrieved February 26, 2015, from

http://www.teacherstakeout.com
Video: https://www.youtube.com/watch?v=aP3UHE0duCU
Reflection:
Preservice Teacher:
Elizabeth Cepero
Date:
Week Two: 3/2-3/6
Title:
Rhyming Games
Learner Profile:

Subject(s):

Standards:

e.Recognize and produce rhyming words.
f. Count, pronounce, blend, and segment syllables in spoken words.
g.Blend and segment onsets and rimes of single-syllable spoken
words.
h. Isolate and pronounce the initial, medial vowel, and final sounds
Time Frame:
30 minutes per session
Objectives:
After playing the game, Full House, the students will be able to
locate rhyming words with 50% accuracy.
With guidance and support from the teacher, the students will be
able to match rhyming words using puzzle cards with 60% accuracy.
With guidance and support from the teacher, the students will be
able to demonstrate knowledge of rhyming words by choosing which
two cards rhyme with 70% accuracy.
Materials:
Anticipatory Set:
Picture Cards
Picture Puzzles
House Cutout
Pocket Chart
iPad
Day One: The teacher will display the materials to the students and
ask what do they think they are going to do with them. The teacher
will introduce the picture cards and remind them what to look for
when identifying words that rhyme.
Day Two: The teacher will have all the puzzle pieces matched on the
table. The teacher will ask what sounds do they share that make the
puzzle pieces fit. Afterwards, the teacher will ask the students to
shuffle the puzzle pieces in order to start the activity.
Day Three: Since two students have similar names, the teacher
asked the three students which two names rhyme the most. One the
students answer correctly, the teacher will tell the third student, Out
you go! to engage the students in the activity for the day.
Activities:
Day One 3/4: Full House

The teacher will place four house cutouts and a stack of picture cards
on the table. Each house will have card that the children will use to
find the rhyming words. The teacher will instruct the students to
draw a card from the stack, name the picture on the card, and place
the card on the house with the rhyming picture. The children will
continue these steps until there are no more cards in the stack.
Day Two 3/5: Puzzle Match

The teacher will have them place all of the puzzle pieces face up on
the table. The teacher will tell the children to find two pictures that
rhyme and fit them together to make the puzzle. After the children
complete 10 puzzles each, the teacher will ask the students to take
turns reading aloud the pair of rhyming words.
Day Three 3/6: Out you go!

The teacher will choose three cards and place them facedown in the
first row of a pocket chart. Place a different set of cards in each of the
remaining rows. The teacher will then instruct the students to turn
over all the cards in the first row, and name each picture. The teacher
will then ask which card does not rhyme from the set of three and
remove it from the pocket. As the student takes out the card that does
not rhyme, enforce them to say, Out you go!
Assessment:
Teacher Observation: The teacher will assess the students

knowledge and skill by taking pictures and videos of the students
during the interactive games to determine if they are mastering the
objectives.
Reflective Journal: At the end of each session, the teacher will use
the pictures and videos taken during the observation ro reflect on the
students knowledge and learning to plan for the next lesson.
ESOL Strategies:

Think aloud
Repetition
Teacher modeling
Picture cards
Peer guidance
Adaptations:
Extended Time
Explicit Instruction
Adaptations:
Remediation:
Interactive games
Use of technology
Students who did not master the objective at the end of each lesson,
the teacher will grab each child one-on-one and use a rhyming chain
activity. The rhyming chain activity will assist the students identify
which words rhyme and what ending sounds they all have in
common.
Curriculum
Integration:

components being addressed throughout the lessons. Oral language is
a component most used throughout each activity. The teacher gives
clear and direct instruction as well as letting the students interact with
one and other. With oral language includes comprehension. The
variety of ways the students are able to learn in these activities allows
each student to learn in a way he or she can comprehend. The
students are also learning new vocabulary they have never seen
before or cannot recognize using the picture cards. Later, words can
be included within the picture cards to ease their way into phonics.
When mastering phonological awareness, the students are taking the
steps to become a fluent reader.
Home Learning:
As part of the weeks homework packet, the student will be provided

with their own set of picture cards to practice rhyming words at
home.
Resources:
Reflection:
Preservice Teacher:
Elizabeth Cepero
Date:
Week Three: 3/9-3/13
Title:
Rhyming Games Part 2
Learner Profile:
Subject(s):

Standards:

i. Recognize and produce rhyming words.
j. Count, pronounce, blend, and segment syllables in spoken words.
k. Blend and segment onsets and rimes of single-syllable spoken
words.
l. Isolate and pronounce the initial, medial vowel, and final sounds
Time Frame:
Objectives:
to identify words that rhyme on a tic-tac-toe board game with 60%
accuracy.
After a rhyme time activity, the students will be able to demonstrate

knowledge of middle and ending sounds of rhyming words through
matching with 70% accuracy.
to sort words that rhyme using a snake race game with 80% accuracy.
Materials:
Tic-Tac-Toe picture board

Tic-Tac-Toe Picture Cards
Unifix Cubes
Snake Cutout
Rhyming Chain Cards
Clock Cutout
Rhyme Time Cards
iPad
Anticipatory Set:
Day One: The teacher will display the materials for the activity and
ask the students what do they think they are going to be today. The
teacher will share a virtual Tic-Tac-Toe board to activate the
students prior knowledge.
Day Two: The teacher will ask the students if they know what a
clock looks like then the teacher will introduce the rhyming clock and
ask what is different between a regular clock and the rhyming clock.
Day Three: The teacher will engage the students by sharing a
rhyming video that will remind the students several groups of words
that rhyme. Then the teacher will ask the students to recall what
words from the video do they remember that rhyme.
Activities:
Day One 3/10: Tic-Tac-Toe
The teacher will give each student a Tic-Tac-Toe board and unifix
cubes. The teacher will draw a card from the paper stack, and name
the picture without showing it to the students. If the students have a
picture on their board that rhymes with the picture card, they will put
the unifix cube on the picture. The teacher and students will continue
these steps until one student has three unifix cubes in a row. At the
end of the game, the teacher can ask the students to switch boards,
and repeat the activity.
Day Two 3/11: Rhyme Time
The teacher will place a clock on the table and scatter the cards face
up around it. Each child will pick a picture card and match it to a
rhyming picture on the clock. Have the students repeat the process
until there are no more picture cards. The teacher will tell each child
to name the pictures in each rhyming pair after the activity and
identify what middle/ending sound they share.
Day Three 3/13: Snake Race
The teacher lays four snakes on the table. She will ask the students to
read the picture on the head of each snake. Each child will take turns
to draw a card from the stack and name the picture. The teacher will
tell the children to sort the picture cards on the snake with the
rhyming picture on its head. Have the children to continue to draw
cards and place them on the matching snake until no cards remain.
Assessment:

knowledge and skill by taking pictures and videos of the students
during the interactive games to determine if they are mastering the
objectives.
Work Samples: The teacher will collect any work samples used
throughout the activities to assess their knowledge on rhyming words
and determine if they have mastered the objective and begin to move
to the next unit.
Reflective Journal: The teacher will use pictures and videos during
the observation to reflect on the students progress and interaction
during the small group activity.
ESOL Strategies:
Adaptations:
Think aloud
Repetition
Teacher modeling
Picture cards
Peer guidance

Interactive games
Use of technology
Adaptations:
Extended Time
Remediation:
For the students who did not meet the objective, the teacher will use
rhyming cards one-on-one to assist the child to match the cards and
highlight the ending sounds that are similar. This way, the student is
able to visualize the ending sounds and determine why they sound the
same.
Curriculum
Integration:

one other. With oral language includes comprehension. The variety of
ways the students are able to learn in these activities allows each
student to learn in a way he or she can comprehend. The students are
also learning new vocabulary they have never seen before or cannot
recognize using the picture cards. Later, words can be included within
the picture cards to ease their way into phonics. When mastering
phonological awareness, the students are taking the steps to become a
fluent reader.
Home Learning:
As part of the weeks homework packet, the students will receive a

graphic organizer and are required to find words that rhyme and
circle the middle and ending sounds each pair share.
Resources:
YouTube Video: https://www.youtube.com/watch?v=LaKjTKVm6Q
Reflection:
Preservice Teacher:
Elizabeth Cepero
Date:
Week Four: 3/18-3/19
Title:
Rhyming Using Our Environment
Learner Profile:
Subject(s):

Standards:

i. Recognize and produce rhyming words.
j. Count, pronounce, blend, and segment syllables in spoken words.
k. Blend and segment onsets and rimes of single-syllable spoken
words.
l. Isolate and pronounce the initial, medial vowel, and final sounds

Time Frame:
Objectives:
With support and guidance from the teacher, the students will be to
demonstrate knowledge of words that rhyme in their environment
using an I spy activity with 70% accuracy.
After a read aloud-rhyming activity, the students will be to determine
how to identify rhyming words using common sounds with 70%
accuracy.
to match rhyming words using a hide and seek activity with 80%
accuracy.
Materials:
Book: Silly Sally by Audrey Wood

Picture Cards
Anticipatory Set:
Day One: The teacher will explain that this week the students will be
learning rhyming words using their environment. The teacher will
model examples in the classroom by finding one item in the room and
identifying words that rhyme with that item.
Day Two: The teacher will introduce the book, Silly Sally, and ask
the students what do they think the book is about. The teacher will
explain how this book has a lot of words that rhyme and the students
are going to be rhyme detectives.
Day Three: The teacher will gather the students and ask the students
if they have ever played hide and seek. The teacher will ask when did
they play it, with who, and how did they play.
Activities:
Day One 3/18: I Spy With My Eye
The teacher will take the students outside to talk a walk around the
school. The teacher will begin the game by saying something she
sees. I spy with my eye a rock. Then the teacher will ask the
students what else can they find that rhymes with rock (Clock,
Sock). Each student will take turns to find something they spy to
rhyme. Children are allow using nonsense words, as long as they
understand the sound each rhyming word has in common.
Day Two 3/18: Nature Read Aloud
The teacher gathers the students outside for a nature read aloud. The
teacher will read the book, Silly Sally, and will ask the children to
listen to words that rhyme throughout the book. (Town & Down, Pig
& Jig) Each time a student identifies words that rhyme, she will ask
the students what sound do they have in common. At the end of the
book, the teacher will review the rhyming words used in the book and
ask the children to think of other words that will rhyme.
Day Three 3/19: Hide and Seek
In preparation for this activity, the teacher will place rhyming

pictures cards outside in different spots. Each child will receive a set
of cards, and the teacher will ask the students to play hide and seek
but instead of the children hiding, have the children look for the
picture cards that are hiding that rhyme with the ones they already
have. After the students find all the cards, the teacher will review
each set of rhyming words with the children.
Assessment:

knowledge and skill by observing the students during the interactive
games to determine if they are mastering the objectives.
Work Samples: The teacher will collect any work samples used
throughout the activities to assess their knowledge on rhyming words
and determine if they have mastered the objective and begin to move
to the next unit.
Reflective Journal: The teacher will reflect how the students were
able to master the objective and what new skills the students used to
determine words that rhymed.
ESOL Strategies:
Adaptations:
Think aloud
Repetition
Teacher modeling
Picture cards
Peer guidance

Interactive games
Use of technology
Adaptations:
Use of nonsense words
Remediation:
For the students who did not meet the objective, the teacher will pair
the students with students who are able to master the objective and
provide the hide and seek activity around the classroom, and use oneon-one peer guidance. The peer who is able to master the objective
will walk around the work to find things that rhyme and in their own
words explain why they rhyme.
Curriculum
Integration:

one and other. With oral language includes comprehension. The
variety of ways the students are able to learn in these activities allows
each student to learn in a way he or she can comprehend. The
students are also learning new vocabulary they have never seen
before or cannot recognize using the picture cards and their
environment. Later, words can be included within the picture cards to
ease their way into phonics. When mastering phonological awareness,
the students are taking the steps to become a fluent reader.
Home Learning:
Since this week the students were participating in activities with their
environment, as part of the weeks homework packet, the children
will have to identify items in their homes that rhyme and make a list.
Then the students have to circle the letter sound that items share.
Resources:
YouTube Video: https://www.youtube.com/watch?v=LaKjTKVm6Q

Book: Wood, A. (1992). Silly Sally. San Diego: Harcourt Brace
Jovanovich.
Reflection:

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Preservice Teacher:

Week One: 2/23-2/27

Onset and Rime or Rhyme?

Three first grade students.

Reading & Language Arts Using interactive games for intervention

LAFS.K.RF.2.2 Demonstrate understanding of spoken words,

30 minutes sessions per day

After an interactive puzzle game, the students will be able to

Onset and Rime Puzzle Cards

Graphic Organizer: Matching Words Chart

Rhyme Time Video

Day One 2/23: Onset and Rime Puzzle Game

Day Two 2/25: Go Fish Game

Day Three 2/27: Concentration (Matching) Game

Teacher Observation: The teacher will observe the students during

The ELL strategies to be used in this lesson are:

When learning how to read, the students interconnected all six

reading components when becoming a fluent reader. Although I am

As part of the weeks homework packet, the student will be provided

Teacher's Take-Out. (n.d.). Retrieved February 26, 2015, from

Week Two: 3/2-3/6

Three first grade students.

Reading & Language Arts Using interactive games for intervention

LAFS.K.RF.2.2 Demonstrate understanding of spoken words,

30 minutes per session

Day One 3/4: Full House

Day Two 3/5: Puzzle Match

Day Three 3/6: Out you go!

Teacher Observation: The teacher will assess the students

The ELL strategies to be used in this lesson are:

Social Component (Small group)

When learning how to read, the students interconnected all six

reading components when becoming a fluent reader. Although I am

As part of the weeks homework packet, the student will be provided

Week Three: 3/9-3/13

Rhyming Games Part 2

Three first grade students.

One level 3 and One level 4 ELL

Reading & Language Arts Using interactive games for intervention

LAFS.K.RF.2.2 Demonstrate understanding of spoken words,

30 minutes per session

After a rhyme time activity, the students will be able to demonstrate

Tic-Tac-Toe picture board

Day One 3/10: Tic-Tac-Toe

Day Two 3/11: Rhyme Time

Day Three 3/13: Snake Race

Teacher Observation: The teacher will assess the students

The ELL strategies to be used in this lesson are:

Activation of prior knowledge

Simple, direct instruction

Social Component (Small group)

When learning how to read, the students interconnected all six

reading components when becoming a fluent reader. Although I am

As part of the weeks homework packet, the students will receive a

YouTube Video: https://www.youtube.com/watch?v=LaKjTKVm6Q

Week Four: 3/18-3/19

Rhyming Using Our Environment

Three first grade students.

One level 3 and One level 4 ELL

Reading & Language Arts Using interactive games for intervention

LAFS.K.RF.2.2 Demonstrate understanding of spoken words,

(phonemes) in three-phoneme (consonant-vowel-consonant, or CVC)