Specific Strategy: Rhyming short, one-syllable vowel words
Subject and Grade Level: Reading, First Grade
Standards: State [Virginia SOL or reading standard of your state]
English 1.6 The student will apply phonetic principles to read and spell.
Standards: National [IRA/NCTE]: Standard 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
Standards: Liberty TCA 1.6 Teacher candidate enhances success of all learners, providing for: diverse backgrounds (race, SES, gender, ethnicity, language)
Liberty TCA ? Part 2: 2.1 Teacher candidate shows a high standard of ability in the English language arts and discerns, comprehends, and applies conceptions from reading, language, and child development, in order to assist students to effectively use their developing skills in dissimilar circumstances.
Standards: Common Core CCSS.ELA-Literacy.RF.1.3.b
Decode regularly spelled one-syllable words.
Primary Objective: Given one short vowel, one syllable word (ex. Dog), the student will be able to correctly match seven rhyming words out of a list of ten words with the original word provided.
Diversity: There are two students with ADHD that have IEP?s, and one student of Hispanic background with limited English proficiency. The students with ADHD will benefit greatly with the hands-on materials provided by this lesson and the songs and audio materials will be useful for the LEP student in order to see and hear the words in English.
Differentiation: Auditory: Students will be given the opportunity to listen to the short vowel words and hear how the one syllable words make rhyming patterns in the reading.
Visual: The students will be able to visualize the rhyming words when placed on the whiteboard and can identify the similarities between each short vowel word.
Tactile: Students who learn best tactilely will benefit from the use of hands-on materials, such as letter blocks and tiles to form the rhyming words.
Kinesthetic: Students will have bigger letter blocks to form the short vowel words and can physically move each block around to form the correct letter pattern.
Children?s Literature Selection:
Seuss, Dr. Hop on Pop. New York: Beginner Books, 1963.
v Mini Charts
v Plastic letters
v letter tiles
v alphabet cards
v Hop on Pop
v Hop on Pop worksheets
v Quiz on identifying the rhyming word
?Sing your way into phonics? is an excellent resource for integrating technology and diversity in the classroom. By using the provided CDs, children can experience the different sounds of short, one syllable rhyming words as they view them in class. https://www.actionfactor.com/pages/phonics-products.html#CB1
Character Education Principle: Compassion: Be kind to one another in and out of the classroom. ?So whatever you wish that others would do to you, do also to them, for this is the Law and the Prophets.? Matthew 7:12.
Pre-Assessment: Distribute the quizzes to every student, each with a word bank of ten words and ask students to identify the seven words that rhyme with the provided word (ex. Cat) in order to determine their knowledge of short vowel, one syllable rhyming words.
Resources: www.seussville.com, www.readthinkwrite.org, www.actionfactor.com
LESSON PRESENTATION The steps indicated are intended to make students prosperous in the summative evaluation when the lesson ends.
Set: [Introduce lesson concept.]
Hold up the book Hop on Pop to the students. Then write both of the words ?hop? and ?pop? on the board and ask the students what the seminaries are between the two words. When the students announce that the short vowel sound of ?o? is found in both words, ask the student what these two words, when said together, are called (rhymes). ?Students, together we will be talking about rhyming short words together?.
Teacher Instruction/Modeling: [Explain lesson concept.] [Demonstrate examples of lesson concept.]
Explain to the students that one syllable vowel words can be rhymed with other one syllable vowel words by keeping the vowel pattern of cvc and deleting the beginning consonant and adding another beginning consonant to the word. Write an example word on the board, such as ?mop?, and then write several more rhyming words on the board underneath of the example word. Explain to the students that the vowel in the middle of each word is what causes the rhyme between all words.
Modeling: Using the song ? A Hunting We Will Go?, write on the board the lyrics and ask students what can be filled in the blanks to cause the song to rhyme. ?A hunting we will go, a hunting we will go, we?ll catch a (fox), and put him in a (box), and then well let him go.? After that activity, gather the students around the mini charts that have op rhyme words and read together the words. Then ask the students what commonalities are there I the words and what distinguishes them as rhyming words.
Children?s Literature Selection: [Read selection and apply lesson concept and character principle]
Hold up the Hop on Pop book and tell the students that this book is written by Dr. Seuss, a famous author that is known for his famous rhyming. Tell the students that the book will be read together, both the students and the teacher. To reiterate the set, go back to the words ?hop? and ?pop? on the board and ask the children to identify the vowel in the word and ask them to rhyme those two words with another short vowel word. Then read the book to the students, asking questions along the way and asking the students to identify the different rhyming words and vowels used in those words that make them rhymes. After the book is read, ask the students to think of the rhyming words that were read and ask them to write those words on the board. Then taking each word, ask the students to change the vowel and make a new word. This gives the students practice not only identifying rhymes, but also feel comfortable deleting and substituting consonants to create rhymes.
Guided Student Practice: [formative assessment]:
Provide students with two sets of group activities and assessments. The first will be performed earlier in class but giving students large word cards in which they will have the opportunity to write rhyming words and show the rest of the class the word they created when prompted. They also will have the opportunity to walk up to the board and write their words in front of class. Then the students will be given big letter tiles that will be placed on the floor. The children will be prompted to ?jump? to the indicated letter given by the teacher. The game will be similar to hopscotch.
Independent Student Practice: [formative assessment ? practice for summative assessment]:
The students will be handed word stripes, similar to activity #1 in the guided practice, they will identify which words from the word bank rhyme with the short vowel word in the middle. However, they will be doing this activity independently as to assess their knowledge and learning of one syllable rhyming words.
Closure: [Review lesson concept and character principle.]
?Ok students, today we learn how to identify, decode, and write one syllable rhyming vowel words. Can anyone explain to me in their own words what we learned today?? The students will have the opportunity to explain back to the teacher what was taught and how to manipulate words into rhymes. The teacher will also ask students to give several verbal examples rhyming words and what makes them rhyme.
Summative Assessment: [Measure performance of each individual student]:
The students will be given summative quizzes at the end of the lesson. Given an example word, such as ?cat?, the students much match the seven words that rhyme with cat out of a word bank of ten words. After all students have finished, the teacher will select several volunteer students to write the correct rhyming words on the list and the students will correct their assessments if mistakes were made.
LESSON REFLECTION [after the lesson]-If lesson is not actually taught, describe expectations. This is to demonstrate the results of what you have learned on K-12 student learning.
Outcome: Hypothetically: After the lesson, the students have an understanding of rhyming words and how to change the consonants in a one-syllable word and keeping the vowel to make a rhyme. The students were able to participate in-group activities, which strengthened the classroom community and relationships and by including an active guided practice, the students were also able to stretch and transmit their energy through that activity.
Student Performance: Hypothetically: 16 out of 22 students got all seven rhyming words correct the first time. 3 students made one error in their attempt to match all seven words and the other 3 students made two errors by only matching five of the correct seven words. One of the students who got five out of the seven correct words was the LEP student of the class.
Alternative Approach: Hypothetically: Alternate forms of technology would have assisted with this lesson, such as mini laptops or electronic writing pads that the students could use for their guided practices. Also, the use of music would have provided a fun environment for the students.
Appropriate Follow-up Lesson: An appropriate follow-up lesson would be to teach the students between short vowels and long vowels and be able to recognize and remember the sounds of both short vowels and long vowels.
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