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Mikaelian 1


(EDPJ 1000)
Grade Level: Grade 1
Subject: Language Arts

Date: October 6, 2016

Time Frame: 35 minutes

Curriculum Expectation (Ministry): 3.2 Comprehension strategies; 3.1 Reading Familiar

Words; 1.6 Extended Understanding; and 3.2 Spelling Unfamiliar Words.
Students will be able to recognize rhyming words and patterns from One Fish, Two Fish, Red
Fish, Blue Fish by Dr. Seuss at the end of the lesson. They will also broaden their comprehension
development, their ability to develop graphophonic cues and recognize phonemes of colours,
numbers and the word fish specifically.
One Fish, Two Fish, Red Fish, Blue Fish by Dr. Seuss
Chart paper and Markers
Worksheet, scissors and glue
Cards for word wall and tape
Teacher reads the title of the book: One Fish, Two Fish, Red Fish, Blue Fish and asks
students what they think the book is about
In response, on chart paper, teacher writes the word fish and asks students What do you
know about fish?
o They swim
o They have two eyes
o Gills
o Fins
o Different colour(s) and sizes, etc.
After students give their opinions, teacher writes down the students answers in web form.
Teacher says as we can see boys and girls, fish can be different based on *include their
knowledge of fish* but they all live in water, just as we live on land.
Although there is difference, there is also a big similarity. Do you know what this
similarity is?
o teacher tells students that all fish are fish just as we are all humans and students.
Read the book from pages 1-17, 20-21 and 56-57 asking the students to listen to words

that sound the same.

After reading the selection the first time, ask students if they can remember any words
that sound the same.

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Teacher then states: words who sound the same, are called rhyming words. These
words either have the same ending(s) (called word families) or they share a similar
phoneme (sound).
Provide students with an example from the excerpt by writing star and car on the
chart paper.
o To help show the pattern, underline -ar in both star and car
Ask students if they can think of any other rhyming words from the excerpt and write
them on the chart paper.
After writing down their responses on chart paper, tell them to pay close attention as the
teacher reads the selection for a second timepointing out different rhyming words.
Re-read pages 1-17, 20-21 and 56-57.
Ask them if they notice anymore rhyming words and if so to share them.
On the same chart paper, write down all rhyming family words from the story.
Ask the students to work in a group of two (2) and use the worksheet provided to cut out
letters and glue them to corresponding words to create rhyming words and gain
knowledge of word families.
Ask students to share the two words out loud for their peers to recognize the rhyming
Write these words on the presentation cards and add to word-wall using tape.

Closure (Evaluation):

To ensure that students understand rhyming words, ask them to think of their own
rhyming words.
Since grade 1 students benefit from graphophonics, create a word wall using the pictureto-text strategy.
After completing the word-wall, state that rhymes are words whose endings look the
samevisuallyor sound the samephonetically.
To conclude, state:
o Boys and girls, now that you are all experts in rhyming, what words rhyme with
the word bat?

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** Cut out the letters to make words

that sound the same (rhyming





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