TOPIC 1

Rhythm & Rhyme

Content Standard:
BI 1.0 Listening and speaking
BI 1.1 Listen to and identify sounds
Learning Standard:
BI 1.1.2 Listen To and Respond to Stimulus
given:
iii) Rhythm and rhyme
 1 Topic 1: Rhythm & Rhyme

Objective(s):
1. To be able to discriminate rhyming words and identify those
that don’t rhyme
2. To be able to complete a rhyming couplet by predicting the
word that is missing or sound alike.
3. To make their own strings of rhymes during word play eg
cat/ fat/ mat/ sat/ hat/ bat/ that

Learning Strategy:
Learn Through Playing Concept
Conceptual

A GUIDE FOR TEACHER

Rhyming is an important pre-reading skill that provides steps to learning the

sounds that make up words. Rhyming and understanding what makes a rhyme are high
level thinking skills, and may take some time for preschoolers to master. Be patient and
be sure to give children plenty of time to practice rhyming skills. While there is no one
right way to teach rhyming, preschool lesson plans can include activities that highlight
these key pre-reading skills.
One important concept to remember when teaching rhyming to preschoolers is to
keep it fun. Children participate in rhyming activities because they are fun, and are
willing to continue playing with words and sounds because they are enjoying the
activities. If the children are no longer enjoying the play, the learning factor will be
significantly reduced.
Rhyme teaches pre-readers that words and sentences both spoken and written have
pattern, structure, and rhythm. Rhyming also helps strengthen decoding skills, an
important pre-reading step. When children learn to read, they often make predictions
about the next page or even the next word. The decoding and prediction skills they learn
when practicing rhyming will serve them well when they begin to read.
A Rhyming Lesson Plan
This lesson plan is rich with activities that will support your efforts to teach rhyming
words to your preschool class. Included are ideas across the curriculum as well as
online resources to help you plan a rhyming lesson plan.
Circle Time: Read the Dr. Seuss book, Hop On Pop. Give children the opportunity to
use their prediction skills to guess the rhyming words and phrases in the book.
Reward any efforts. When you finish the book, ask children to give you examples of
some of the rhyming words in the book. Write these down for children to see. Point
out that all the rhyming words have the same ending sound, but a
different beginning sound. Highlight this by repeating the words, putting emphasis on
the beginning and ending sounds.
Music: Sing "Down by the Bay". Take children's suggestions and change the lyrics to
match your thematic unit. Have children use decoding and prediction skills to guess the
end of the rhyming sentences. Another song to try is "The Name Game". Be sure to
include every child's name in your classroom and encourage the children to sing along
once they have learned the lyrics.
Small Group/Teacher Directed Activity: Play rhyming bingo. Use picture bingo
sheets from an online resource, printing out enough to play the game with the entire
class. Give each child a bingo dot marker or colored dots to cover their pictures. You
call out a word such as "HOW", and the children must find the picture on their bingo
sheet that rhymes with "how". In this case, the picture would be of a cow.
Individual Language Arts Game: Make rhyming puzzles by printing out two pictures
of words that rhyme on the same piece of paper. Glue these pictures to cardboard or
posterboard to make them sturdier. Cut the pictures in half to give the appearance of a
two-piece puzzle. Store all the cut pictures in a file folder or plastic baggie for children
to discover and explore on their own.
Conclusion
Rhyming go hand-in-hand when teaching young children pre-reading skills. Be sure to
plan carefully when addressing rhyming skills. Preschool lesson plans should reflect
the learning level of the children in your classroom and be challenging and fun to keep
children engaged.

Reference:
More Than the ABCs: The Early Stages of Reading and Writing; Judith A.
Schickedanz; 1994
 CIRCLE TIME

Dr. Seuss book, Hop On Pop

ACTIVITIES INSTRUCTIONS:
1. Read the Dr. Seuss book, Hop On Pop.
2. Give children the opportunity to use their prediction skills to guess the
rhyming words and phrases in the book.
3. Reward any efforts.
4. When you finish the book, ask children to give you examples of some of the
rhyming words in the book.
5. Write these down for children to see.
6. Point out that all the rhyming words have the same ending sound, but a
different beginning sound.

CLOSING:
1. Highlight this by repeating the words, putting emphasis on the beginning and
ending sounds.
 CIRCLE TIME

SING AND RHYME!

ACTIVITIES INSTRUCTIONS:
1. Sing "Down by the Bay".
2. Take children's suggestions and change the lyrics to match your thematic unit.
3. Have children use decoding and prediction skills to guess the end of the
rhyming sentences.

CLOSING:
1. Teacher can try another song which is "The Name Game".
2. Be sure to include every child's name in your classroom and encourage the
children to sing along once they have learned the lyrics and follow the rhythm
of the song.
 LYRICS “DOWN BY THE BAY”
Down by the bay.
Where the watermelons grow.
Back to my home
I dare not go.
For if I do
my mother will say,
“Did you ever see a cat wearing a
hat?”
Down by the bay.
Down by the bay.
Where the watermelons grow.
Back to my home
I dare not go.
For if I do
My mother will say,
“Did you ever see a goat rowing a
boat?”
Down by the bay.
Down by the bay.
Where the watermelons grow.
Back to my home
I dare not go
For if I do
my mother will say,
“Did you ever see a frog walking a
dog?”
Down by the bay.
Down by the bay.
Where the watermelons grow.
Back to my home
I dare not go.
For if I do
my mother will say,
“Did you ever see a bear combing
his hair?”
Down by the bay.
Down by the bay
Where the watermelons grow
Back to my home
I dare not go
For if I do
my mother will say,
“Did you ever see a llama wearing
pajamas?”
Down by the bay.
Down by the bay.
Where the watermelons grow.
Back to my home
I dare not go.
For if I do
my mother will say,
“Did you ever see a dragon pulling a
wagon?”
Down by the bay.
Down by the bay.
 LYRICS “THE NAME GAME SONG”
[Intro]
The name game. Shirley! Shirley, Shirley
Bo-ber-ley, bo-na-na fanna
Fo-fer-ley. fee fi mo-mer-ley, Shirley!
[Verse 1]
Lincoln! Lincoln, Lincoln. bo-bin-coln
Bo-na-na fanna, fo-fin-coln
Fee fi mo-min-coln, Lincoln!
[Verse 2]
Come on ev'rybody, I say now let's play a
game
I betcha I can make a rhyme out of
anybody's name
The first letter of the name
I treat it like it wasn't there
But a "B" or an "F" or an "M" will appear;
And then I say "Bo" add a "B" then I say
the name
Then "Bo-na-na fanna" and "fo"
And then I say the name again with an ""f"
very plain
Then "fee fi" and a "mo"
And then I say the name again with an "M"
this time
And there isn't any name that I can't rhyme
[Verse 3]
Arnold! Arnold, Arnold bo-bar-nold
Bo-na-na, fanna fo-far-nold
Fee fi m-mar-mold. Arnold!
[Verse 4]
But if the first two letters are ever the same
Crop them both, then say the name
Like Bob, Bob, drop the "B's", Bo-ob
Or Fred, Fred, drop the "F's", Fo-red
Or Mary, Mary, drop the "M's", Mo-ary
That's the only rule that is contrary
And then I say "Bo" add a "B" then I say
the name
Then "Bo-na-na fanna" and "fo"
And then I say the name again with an ""f"
very plain
Then "fee fi" and a "mo"
And then I say the name again with an "M"
this time
And there isn't any name that I can't rhyme
[Verse 5]
Say Tony, Tony, bo-bo-ney
Bo-na-na fanna, fo-fo-ney
Fee fi mo-mo-ney, Tony!
[Verse 5]
Let's do Billy!
Billy, Billy, bo-gil-ly, bo-na-na
Fanna, fo-fil-ly
Fee fi mo-mil-ly, Billy!
[Verse 6]
Let's do Marsha!
Marsha, Marsha, bo-bar-sha
Bo-na-na fanna, fo-far-sha
Fee fi mo-ar-sha, Marsha!
[Outro]
Little trick with Nick!
Nick, Nick, bo-bick, bo-na-na
Fanna fo fick, fee fi mo-mick. Nick!
The name game
ACTIVITY 1

GET OUT WAGON!

ACTIVITIES INSTRUCTIONS:
1. Print the activity sheets on pages 3-4 (color version) or 5-6 (black-and-white
version).
2. Cut out the picture cards and go over them with your child to make sure he or she
understands what each picture represents.
3. Choose three cards to place in the wagon: two that rhyme and one that does not.
4. Say the words aloud with your child.
5. Have your child identify the picture card that does not rhyme and take it out of the
wagon, saying “Get out of the wagon!”
6. Repeat with different groups of cards.

CLOSING:
1. Said out loud all the rhyme words together with the children.

Note: If your child needs extra help with this activity, use the following dialogue:
“Say this word with me: bat.” Bat.
“Help me find the picture that rhymes with bat.
-At, -at, -at. What sounds like -at at the end?”
Child finds the hat.
“Good! Bat and hat sound the same at the end, so they rhyme.”
ACTIVITY 2

RHYMING BINGO GAME

Activities Instructions:
1. Play rhyming bingo.
2. Use picture bingo sheets, printing out enough to play the game with the entire
class.
3. Give each child a bingo dot marker or colored dots to cover their pictures.
4. Teacher call out a word such as "HOW", and the children must find the picture on
their bingo sheet that rhymes with "how". In this case, the picture would be of a
cow
5. The first one complete a row of five should shout “BINGO!”
Closing:
1. Teacher tell children to say outloud together each objects in the game sheet that
rhyme with the word from the card in the hand.
EVALUATION

MATCH AND RHYME IT GAME!

Activities Instructions:
1. Make rhyming puzzles board game by printing out pictures that have same rhyme
sound on different piece of paper.
2. Glue these pictures to cardboard or posterboard to make them sturdier. Cut the
pictures from the cut-out pictures to give the appearance of a two-piece puzzle.
3. Store all the cut pictures in a file folder or plastic baggie for children to discover
and explore on their own.
4. Divide the children into groups and give different puzzle rhyme board game.
5. Ask the children to find and match the picture that have the same sound as the
puzzle rhyme board picture game.
6. Identify children ability to match the rhyme picture and ask them to sound it out.
7. Repeat for each group with different puzzle rhyme board game and identify each
children.

Closing:
1. Teacher say a words eg. “cat”, and the children find a string of words that rhyme
to it by groups such as “rat/ pat/ hat/ sat/ bat/ mat/ fat/”.
2. Sing “Down By The Bay” together with children.
 TOPIC 2
NURSERY RHYMES

Content Standard:
BI 1.0 Listening and speaking
BI 1.1 Listen to and identify sounds
Learning Standard:
BI 1.1.3 Listen to and identify rimes in
nursery rhymes and songs
 1 Topic 1: Nursery Rhyme

Objective(s):
4. To be able to orally recite the nursery rhyme.
5. To be able to state two words that rhyme for each nursery
rhyme.
6. To be able to track print from right to left with their finger or
a pointer stick.

Learning Strategy:
THEMED LEARNING
Conceptual

A GUIDE FOR TEACHER

What is Rhyming Words?

“RHYMING WORDS SOUND THE SAME AT THE END”
Why teach using Nursery Rhymes?
Research shows that children who have memorized nursery rhymes become better
readers because they develop an early sensitivity to the sounds of language. (Marie
Clay)
Nursery Rhymes naturally help young children develop phonemic awareness skills,
which are the necessary building blocks that children need explicit instruction in
before they can begin to read.
Skills you can teach using Nursery Rhymes
 Rhyming
 Sound/Word Discrimination
 Blending
 Word segmentation (syllables)
 Phoneme manipulation
Nursery Rhymes…
 Enrich young children’s vocabulary
 Provide opportunities for oral language development
 Introduce children to basic story structure such as problem and solution, cause
and effect
 Are easily integrated into already existing themes
 Can be FUN and engaging for young children
Learning Plan for Using Nursery Rhymes
Following is a general plan of how to introduce nursery rhymes. As you will read
throughout the nursery rhyme series you will see the format a little for each nursery
rhyme lesson plan as pertinent and to keep it from getting mundane for the children.
1) Start by introducing the intended nursery rhyme for the week. Notice the format,
font and title with the class. If you have more than one version or chart of the same
rhyme, then introduce it now. Let children form opinions about the text. Compare
how they are the same and different; use a Venn diagram to organize responses.
Distribute several copies or have copies available for discovery during center time.
Discuss the meaning and comprehension of the rhyme.
2) Reread the nursery rhyme. Note any new vocabulary to the class. Chart the
definition of each new vocabulary word.
3) Reread the rhyme. Teach rhyming words. Rhyming words, usually, have the same
end to them, but a different beginning sound. Point out that they are usually, but not
always, found at the end of a sentence.
4) Reread the rhyme. Chart the rhyming words. Create a word family with the rhyming
words and chart.
5) Distribute a copy of the nursery rhyme. Children can illustrate it, find the title, and
find the new vocabulary they have learned, create their own word family, or write a
sentence with the new words they have learned.

At the end of the week send the nursery rhyme home in a "poetry" or nursery rhyme
notebook to read and review with families. Parents are familiar with the nursery rhymes
and have already rehearsed them with their child. It’s a great way to get parents
involved. For writing practice, students rewrite the nursery rhyme in their notebook.
For homework sheets, there is a great workbook for home practice with dot-to-dots
and hidden pictures, to add in some thinking skills to the week.
Follow this format for each nursery rhyme in the series. As a celebration at the end of
the series, children rewrite a nursery rhyme using new words or create an original one,
or plan a nursery rhyme character party. Planning a party is a great way to celebrate and
the kids dress up as any character they like.
 CIRCLE TIME

EXPLORE THE NURSERY RHYMES

ACTIVITIES INSTRUCTIONS:
1) Start by introducing the intended nursery rhyme for the week.
2) Notice the format, font and title with the class.
3) If you have more than one version or chart of the same rhyme, then introduce it
now.
4) Let children form opinions about the text.
5) Compare how they are the same and different; use a Venn diagram to organize
responses.
6) Distribute several copies or have copies available for discovery during center time.

CLOSING:
1) Discuss the meaning and comprehension of the rhyme.
ACTIVITY 1

NURSERY RHYMES JOURNAL

The journal is very simple. It has a cover page, followed by ten common nursery
rhymes. Each rhyme has its own page, with the rhyme printed at the top and blank
space at the bottom. Here are a few ways to assemble the journal:
 Print the pages out and staple them together.
 Print the journal pages. Mount the front cover on a piece of construction paper.
Laminate the front cover, along with a blank piece of construction paper to act
as the back cover. Bind the journals together, or hole-punch and attach to
binder rings.
 Print the journal and hole-punch all of the pages. Place inside a pocket folder
with brads
ACTIVITIES INSTRUCTIONS:
1) First, introduce the nursery rhyme. Teacher can say like “I’ve got a fun nursery
rhyme that you might know! It’s called Mary Had a Little Lamb.” Have the
children say it with the teacher if most of them already know the rhyme. If not,
have them be the“echo” – teacher say one line, they echoed(back and forth until
the rhyme is over).
2) Write the nursery rhyme out on sentence strips and add it to a pocket chart.
Alternatively, write it on a large piece of chart paper to display. Point to the
words and say the rhyme at different points throughout the day.
3) Write the words of the rhyme on individual sentence strips or paper. Have the
kiddos match the words on the paper to the words on the pocket chart.
4) Add the childrens’ names to the nursery rhymes if at all possible. This makes it
even sillier and even more fun for the children. For example, instead of “Mary
had a little lamb . . .” it could be “Jeremy had a little lamb . . .” If possible, cover
the word in the pocket chart with the child’s name before saying the “new”
version!
5) Have the children illustrate the rhyme in their nursery rhyme journal. Read/say
the poem together, review what it’s about, and then encourage the children to
draw their own pictures. Be sure to stress that the pictures they draw should
match the nursery rhyme on the paper.
CLOSING:
1) Leave the nursery rhyme journals out where the kids can access them on a daily
basis. This way, they can go back through and say the poems over and over again.
Their illustrations should be helpful in reminding pre-readers which nursery
rhyme is on each page.
ACTIVITY 2

TWINKLE TWINKLE LITTLE STAR RHYMING ACTIVITY

ACTIVITIES INSTRUCTIONS:
6. Write the first verse of Twinkle, Twinkle, Little Star on chart paper or sentence
strips. Keep it simple, sticking with the words children know best.
7. Let the children use a special pointer to help you read the words on the chart (I
find that children will grab any reason to use pointers). Encourage the children to
locate the words that rhyme after reading, either by pointing to the written word
or saying them out loud. Talk about what rhyming means. The explanation
doesn’t need to be a long one.
8. Next, sing Twinkle, Twinkle, Little Star together. Then bring out the rhyming
stars, and tell the children they get to help pair up the stars that sound the same at
the end.
9. Have one child choose a star card. The child with the first card should hold it up
and name the picture found there. Choose another children to come up and find
the matching rhyming card.
CLOSING:
2. These rhyming stars could easily be turned into a memory game. Instead of
finding exact matches, the childrenhave to find rhyming matches.
3. Let the children say outloud the words that rhymes to each pictures.
EVALUATION

MATCH THE NURSERY RHYMES

ACTIVITIES INSTRUCTIONS:
8. Teacher distribute the worksheets to the children.
9. Teacher ask the children to draw lines to match the nursery rhymes they have
learned and find the rhymes words existed.
10. Children draw lines and match the nursery words that rhymes using different
colour pencil for each words.
CLOSING:
3. Reread each words together with children and each children say another words
that rhymes with the words on the worksheets.