Early ChildhoodStory Time Lesson

Learning Center/ Art Activity/ Physical Activity

Hannah Finley
February 22, 2016
Rhyming with the Old Lady Who Swallowed a Clover
Topic: Rhymes and Nursery Rhymes
Behavioral Objective: After a read aloud with There Was An Old Lady Who Swallowed a
Clover, TSWBAT match picture words that rhyme to teacher satisfaction.
Standards: CC.1.1.PREK.C
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Recognize rhyming words and when two or more words begin with the same sound
(alliteration). Count syllables in spoken words. Segment single-syllable spoken words.
Isolate and pronounce initial sounds.
Materials:

Book of There Was An Old Lady Who Swallowed a Clover by Lucille Colandro
Poster of the old ladys mouth
o Rhyme word cards with tape
Station Materials
o Picture and Word Rhyming Cards
o Net/bucket/basket/PLATE to place the rhymes in

Procedure:
1. Bring students to the carpet area and introduce the book/author/illustrator.
2. Present the image of the old ladys mouth and explain that as we read well add the things the
old lady swallows and the words that rhyme with them.
3. Read the book, adding the words and involving the children, encouraging them to recognize
which words rhyme.
4. Give the students instructions about the stations
a. When your name/group is called you will go with a teacher to a station where there
will be some pictures of things that the old lady might swallow! But- you have to
match up the words that rhyme before you can put them on the plate for her to eat!
5. Create a station for activity time where students must match rhymes of things that the old
lady could swallow. Once they have matched the words they can put them on the plate for the
little old lady to swallow.
a. Rhyming words will come from
http://whattheteacherwants.blogspot.ca/search/label/rhyming
b. Car-Star, Bee-Tree, House-Mouse, Ring-Swing, Cat-Bat, Rain-Train
Extended Activity:

To use this activity in a higher level classroom or extend the activity, students could
create extra pages of the book that include their own illustrations. Following the format of the
book, they might be given sentence frames or just instructions to write another three pages. They
can also illustrate the pages that they write and then partner up and read their partners work.
Child Evaluation:
Children will be evaluated on whether they can recognize the words in the story that
rhyme. This will be seen during the read aloud, noting who contributes and is actively involved.
This can also be seen by whether the whole group recognizes words that rhyme. Further, smaller
groups can be more closely evaluated by teachers, who can more closely monitor. In smaller
groups, each student can be called on to make a rhyme match. Whether or not they are able to do
this will show their competency.
Self Evaluation:
Were students actively engaged in the read-aloud?
The students seemed to be very involved and excited about the read-aloud. They
were watching Miss B----- as she put the words on the poster and followed along with my
pointing. They understood the cues that I gave them about rhyming, which shows me that they
were paying attention. I also heard many students answering and predicting as I read.
Was I excited and engaging enough, emphasizing the words that rhymed while I read?
The students seemed to buy into the excitement of the story, so I think I was
sufficiently exciting and engaging. I wish that I had emphasized the repeated rhyming words
more, pointing to the poster and having them say all of the rhymes, rather than just clover and
over. I think that would have helped to reinforce it more.
Were students able to match the pictures as rhymes?
I was impressed with the students ability to understand which words rhymed and
come up with their own rhyming words. They needed some help on the words that rhymed, but
didnt look the same, like butterfly and sigh and bird and absurd, but that was predicted
ahead of time. Teaching them the word absurd was a good teachable moment! They
demonstrated later, when working with the paper plate activity and poster that they are able to
see the similar endings on words and reason through the words, sometimes without guidance.
Many students were able to complete the paper plate activity very quickly, figuring out words by
their picture and using verbal skills to hear the rhymes. They would also repeat words that
rhymed without any prompting!