1. Victoria Young

2. • Review:
TTW review animal bye song.
• Teacher Questions:
1. What rhymes with later?
- Answer: alligator
2. What rhymes with hug?
-Answer: ladybug
3. What rhymes with road?
-Answer: toad

3. a. Purpose/Importance: To develop phonemic awareness in order to enhance a child’s
reading success.
b. Continuity:
past: Yesterday, we learned rhyming words and we read the animal bye song.
today: Today, we are learning rhyming words with consonant blends.
future: Tomorrow, we will pick out what word does not rhyme with a set of words.
c. Objective TLW be able to create and state a series of rhyming words, including
consonant blends.

4. • Kids’ Song – Juice Box
• http://www.youtube.com/watch?v=4mdQgvGrhwU
• TTW replay the video and stop it after “treat so sweet”, and
ask the class what rhymes with treat.
• TTW begin video again and stop the video after “get in line, I
saw that juice box first, and you’re not getting mine”. The teacher
will ask the class what rhymes with line.
• TTW randomly stop the video and ask the class to give her an
example of two rhyming words in the video.

5. 1. TTW be doing Matching Rhyme Time and present two stacks of Rhyme and Time cards.
2. TTW model how to complete the activity:
• Turn one card over from each stack
• If the match is made says “rhyme time” and keeps the pair. If the match is not made, puts cards
randomly into stack.
• Continues until all matches are made.
3. TTW pull one card from each stack.
• Class, what is on this card? (hide)
• What is on this card? (slide)
• Do they match? (yes) (Rhyme Time)
4. TLW pair up with a partner and take turns matching rhyming cards.
Blooms Taxonomy: TLW orally match rhyming words in a series,
including consonant blends with 90% accuracy. (Understanding)
Rhyme
Time

6. 5. TTW model Rhyme Recognition Memory Match. Place rhyming cards face down
in rows next to the clothespin chart.
• turn over two cards
• If the cards rhyme, clip them to the pocket chart. If they do not rhyme place them
back into the slots.
• Continue until all rhyming pairs are matched.
• Draw pictures of rhyming pairs.
Blooms Taxonomy: Apply

7. • TTW give each group a stack of picture cards. Each table will have a specific picture to match cards
too. Table one (cat), table two (bell), table three (ship), table four (top). The group will go through the
stack of cards and place the cards that rhyme with their picture underneath the card. (Blooms Taxonomy:
Analyzing)
•
• TTW use the sorted picture cards to review rhyming words including consonant blends with the class.
• Teacher Questions:
1. How do you know that smell does not belong in the group with cat?
2. Name another word that rhymes with bell that is not in the group already. (Blooms Taxonomy: Evaluating)

8. • Homework
• Draw a line to the picture that rhymes worksheet.
(Blooms Taxonomy: Understanding)

9. • The student will complete Clip a Rhyme Strips. The student will
clip a clothespin on the picture that matches the first picture.
Blooms Taxonomy: Understanding

10. • Students with reading disabilities will work with the
paraprofessional on hearing and saying the rhyming words in the
pictures.
•
• The English Language Learners will work one on one with the
teacher on specific picture cards or rhymes they have trouble
understanding.
Blooms Taxonomy: Understanding

11. • Students who need remediation will be grouped in small groups based on the
rhyming words they had trouble with. The students will play the Rhyming A-Lot-Oh
game (see attached) with the paraprofessional’s help. (Blooms Taxonomy:
Understanding)

12. • The students will complete the Hat on Cat assignment (see attached)
The student will read the sentence and cut and paste the rhyming
word onto the worksheet. (Blooms Taxonomy Create)
hat
bee