Transcript Rhyming words

Phonemic Awareness
Please read all directions before using
the following lesson.
1.
2.
3.
4.
Some phonemic awareness lessons do not have a handout or worksheet for students because students are
being taught how to listen for specific sounds and/or respond to questions orally.
Unlike most EDI lessons, these phonemic awareness lessons do not have Independent Practice and Periodic
Review for the students to perform individually. The repetition included in this lesson must be guided throughout,
therefore we have titled the pages Guided Practice 1, Guided Practice 2…
Students may be shown the Learning Objective, Activating Prior Knowledge, Concept Development, and
Importance pages. They may also be shown the Concept Definition and the steps listed at the top of the Skill
Development/Guided Practice pages. However, students must not be shown any of the problems, words, or
phrases that they are expected to listen for. The reason for this is students are expected to learn how to listen
for specific sounds or words as opposed to identifying spelling patterns or word families in text.
These lessons are intended to be used in a group setting following the “Directions for Teacher” listed in the Skill
Development/Guided Practice Page. For most lessons, the teacher will use the following steps:
For Skill Development/Guided Practice:
a. Read the problem or say the names of the pictures aloud.
b. Ask students to pair-share the answer with a partner.
c. Call on 4-5 non-volunteers to give their answer.
d. If students answer incorrectly, or do not have a response, teacher should de-escalate the question by giving
the student two choices.
e. After several non-volunteers produce a correct answer, the teacher can call on volunteers as well.
For Guided Practice 1-4:
a. Read the problem or say the names of the pictures aloud.
b. Ask students to come up with an answer on their own.
c. Call on 4-5 non-volunteers to give their answer.
d. If students answer incorrectly, or do not have a response, teacher should de-escalate the question by giving
the student two choices.
e. After several non-volunteers produce a correct answer, the teacher can call on volunteers as well.
DataWORKS Educational Research
(800) 495-1550 • www.dataworks-ed.com
©2012 All rights reserved.
Comments? [email protected]
Kindergarten Reading Vocabulary 1.10
Identify and produce rhyming words in response
to an oral prompt.
Lesson to be used by EDI-trained teachers only.
Learning Objective
Name __________________________
Today, we will produce1 rhyming words.
1
say
**Note: Students should only receive pages one and two from the lesson. The remaining part of the lesson should focus on the students’ phonemic awareness.
CFU
What are we going to do today?
What does produce mean? Produce means ____________.
Activate (or provide) Prior Knowledge
1. Which word sounds like take?
2. Which word sounds like make?
CFU
Teacher says the name of each picture. Teacher completes problem 1. Students answer problem 2.
Students, some words have the same ending sound like take and cake. We call words with the same ending sounds, rhyming words.
Today, we will produce rhyming words.
DataWORKS Educational Research
Kindergarten Reading Vocabulary 1.10
(800) 495-1550 • www.dataworks-ed.com
©2012 All rights reserved.
Comments? [email protected]
Identify and produce rhyming words in response
to an oral prompt.
Lesson to be used by EDI-trained teachers only.
Concept Development
Rhyming words have the same ending sound.
Example:
Rhyming Sound: /āk/
(bake)
(cake)
(rake)
Not an example of rhyming words:
(bake)
(bike)
(cake)
(cane)
CFU
Why are cake and cane not rhyming words? Cake and cane are not rhyming words because ___________.
Which picture rhymes with rake? How do you know? Picture _____ rhymes with rake because ________.
A
B
(snake)
(rain)
In your own words, what do rhyming words have? Rhyming words have _________________________.
DataWORKS Educational Research
(800) 495-1550 • www.dataworks-ed.com
©2012 All rights reserved.
Comments? [email protected]
Kindergarten Reading Vocabulary 1.10
Identify and produce rhyming words in response
to an oral prompt.
Lesson to be used by EDI-trained teachers only.
Skill Development/Guided Practice
Rhyming words have the same ending sound.
Produce rhyming words.
Step #1: Listen to the words.
a. Pay attention to the ending sound.
Step #2: Produce another rhyming word. (say)
**The problems below should not be projected. This lesson focuses on phonemic awareness.
**Note to Teacher: 1. Read the first two rhyming words.
2. Call on 4-5 non-volunteers to produce a third rhyming word.
3. If students cannot produce a word that rhymes, de-escalate by reading the possible answers provided.
4. Call on volunteers to produce a rhyming word.
1.
shy
hi
de-escalated answers: buy or sea
2.
vote
goat
de-escalated answers: boat or hook
3.
fail
rail
de-escalated answers: take or mail
4.
cope
mope
de-escalated answers: loop or rope
5.
wheat
beat
de-escalated answers: key or seat
6.
noose
loose
de-escalated answers: juice or boot
CFU
(#1a) How did I/you know what part to listen for?
(#2) How did I/you produce another rhyming word?
DataWORKS Educational Research
(800) 495-1550 • www.dataworks-ed.com
©2012 All rights reserved.
Comments? [email protected]
Kindergarten Reading Vocabulary 1.10
Identify and produce rhyming words in response
to an oral prompt.
Lesson to be used by EDI-trained teachers only.
Relevance
Rhyming words have the same ending sound.
1. Producing rhyming words will help you read.
A girl will bake.
A boy will rake.
Then, the girl and boy will eat a cake.
CFU
Does anyone else have another reason why it is relevant to produce rhyming words? (pair-share) Why is it relevant to produce rhyming
words? You may give me my reason or one of your own. Which reason is more relevant to you? Why?
DataWORKS Educational Research
(800) 495-1550 • www.dataworks-ed.com
©2012 All rights reserved.
Comments? [email protected]
Kindergarten Reading Vocabulary 1.10
Identify and produce rhyming words in response
to an oral prompt.
Lesson to be used by EDI-trained teachers only.
Rhyming words have the same ending sound.
Skill Closure
Produce rhyming words.
Step #1: Listen to the words.
a. Pay attention to the ending sound.
Step #2: Produce another rhyming word. (say)
**The problems below should not be projected. This lesson focuses on phonemic awareness.
**Note to Teacher:
1. Read the first two rhyming words.
2. Call on 4-5 non-volunteers to produce a third rhyming word.
3. If students cannot produce a word that rhymes, de-escalate by reading the possible answers. (*Nonsense words are acceptable.)
4. Call on volunteers to produce a rhyming word.
1.
by
tie
de-escalated answers: pie or pay
2.
bail
nail
de-escalated answers: jail or file
Concept Closure
Why are soap and hoop not rhyming words?
Soap and hoop are not rhyming words because ___________.
Summary Closure
What did you learn today about producing rhyming words?
(pair-share)
DataWORKS Educational Research
(800) 495-1550 • www.dataworks-ed.com
©2012 All rights reserved.
Comments? [email protected]
Kindergarten Reading Vocabulary 1.10
Identify and produce rhyming words in response
to an oral prompt.
Lesson to be used by EDI-trained teachers only.
Guided Practice 1
Rhyming words have the same ending sound.
Produce rhyming words.
Step #1: Listen to the words.
a. Pay attention to the ending sound.
Step #2: Produce another rhyming word. (say)
**The problems below should not be projected. This lesson focuses on phonemic awareness.
**Note to Teacher:
1. Read the first two rhyming words.
2. Call on 4-5 non-volunteers to produce a third rhyming word.
3. If students cannot produce a word that rhymes, de-escalate by reading the possible answers. (*Nonsense words are acceptable.)
4. Call on volunteers to produce a rhyming word.
1.
sea
fee
de-escalated answers: may or me
2.
play
hay
de-escalated answers: say or pie
3.
noon
tune
de-escalated answers: June or goose
4.
dice
mice
de-escalated answers: kite or rice
5.
hole
mole
de-escalated answers: roll or reel
6.
fake
wake
de-escalated answers: take or same
DataWORKS Educational Research
(800) 495-1550 • www.dataworks-ed.com
©2012 All rights reserved.
Comments? [email protected]
Kindergarten Reading Vocabulary 1.10
Identify and produce rhyming words in response
to an oral prompt.
Lesson to be used by EDI-trained teachers only.
Guided Practice 2
Rhyming words have the same ending sound.
Produce rhyming words.
Step #1: Listen to the words.
a. Pay attention to the ending sound.
Step #2: Produce another rhyming word. (say)
**The problems below should not be projected. This lesson focuses on phonemic awareness.
**Note to Teacher:
1. Read the first two rhyming words.
2. Call on 4-5 non-volunteers to produce a third rhyming word.
3. If students cannot produce a word that rhymes, de-escalate by reading the possible answers. (*Nonsense words are acceptable.)
4. Call on volunteers to produce a rhyming word.
1.
clue
moo
de-escalated answers: toe or you
2.
grape
cape
de-escalated answers: tape or made
3.
tight
might
de-escalated answers: rice or fight
4.
feel
heal
de-escalated answers: mile or meal
5.
tone
loan
de-escalated answers: cone or rope
6.
hike
spike
de-escalated answers: bike or lake
DataWORKS Educational Research
(800) 495-1550 • www.dataworks-ed.com
©2012 All rights reserved.
Comments? [email protected]
Kindergarten Reading Vocabulary 1.10
Identify and produce rhyming words in response
to an oral prompt.
Lesson to be used by EDI-trained teachers only.
Guided Practice 3
Rhyming words have the same ending sound.
Produce rhyming words.
Step #1: Listen to the words.
a. Pay attention to the ending sound.
Step #2: Produce another rhyming word. (say)
**The problems below should not be projected. This lesson focuses on phonemic awareness.
**Note to Teacher:
1. Read the first two rhyming words.
2. Call on 4-5 non-volunteers to produce a third rhyming word.
3. If students cannot produce a word that rhymes, de-escalate by reading the possible answers. (*Nonsense words are acceptable.)
4. Call on volunteers to produce a rhyming word.
1.
he
flea
de-escalated answers: tree or tray
2.
break
steak
de-escalated answers: made or make
3.
grown
tone
de-escalated answers: soak or phone
4.
stool
jewel
de-escalated answers: fool or food
5.
slope
cope
de-escalated answers: rope or troop
6.
flight
might
de-escalated answers: bike or bright
DataWORKS Educational Research
(800) 495-1550 • www.dataworks-ed.com
©2012 All rights reserved.
Comments? [email protected]
Kindergarten Reading Vocabulary 1.10
Identify and produce rhyming words in response
to an oral prompt.
Lesson to be used by EDI-trained teachers only.
Guided Practice 4
Rhyming words have the same ending sound.
Produce rhyming words.
Step #1: Listen to the words.
a. Pay attention to the ending sound.
Step #2: Produce another rhyming word. (say)
**The problems below should not be projected. This lesson focuses on phonemic awareness.
**Note to Teacher:
1. Read the first two rhyming words.
2. Call on 4-5 non-volunteers to produce a third rhyming word.
3. If students cannot produce a word that rhymes, de-escalate by reading the possible answers. (*Nonsense words are acceptable.)
4. Call on volunteers to produce a rhyming word.
1.
screw
flu
de-escalated answers: glow or glue
2.
spine
nine
de-escalated answers: mine or night
3.
wrote
float
de-escalated answers: fruit or throat
4.
prune
noon
de-escalated answers: spoon or scoop
5.
street
heat
de-escalated answers: speak or meat
6.
stain
drain
de-escalated answers: plane or stone
DataWORKS Educational Research
(800) 495-1550 • www.dataworks-ed.com
©2012 All rights reserved.
Comments? [email protected]
Kindergarten Reading Vocabulary 1.10
Identify and produce rhyming words in response
to an oral prompt.
Lesson to be used by EDI-trained teachers only.