1

Taylor Goerlach
28 November 2016
EDR 317
Rhyming Activity
Objectives:
Students will hear the similarities in the words through rhymes.
Students will identify rhyming words.
Students will be able to make up their own rhyming words.
Standards:
CC.1.1.K.C - Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
Recognize and produce rhyming words.
Blend and segment onsets and rimes of single-syllable spoken words.
Anticipatory Set:
Listen to this poem
Pop, pop, popcorn.
Popping in the pot!
Pop, pop, popcorn.
Eat it while its hot!
Pop, pop, popcorn.
Butter on the top!
When I eat popcorn,
I cant stop!
What do you notice about the words pot and hot?
What do you notice about the words top and stop?
They rhyme!
Procedures:
Introduction
A Rhyming word is a word that ends in the same sound. For example bat and cat rhyme because
they have the same ending sound at.
Give me a thumbs up if these two words rhyme, or a thumbs down if the words do not rhyme.
Nap, cap. Do nap and cap rhyme? Thumbs up or thumbs down?
Right, nap and cap rhyme. Why? Because they have the same ending sound.

If you take the /n/ off of nap, you are left with /ap/. If you take the /c/ off of cap, you are left with
/ap/ and those are the same sounds.
Roll, red. Do roll and red rhyme? Thumbs up or thumbs down?
Right, roll and red do not rhyme. Why? Because they do not have the same ending sound.
If you take the /r/ off of roll, you are left with /oll/. If you take the /r/ off of red, you are left with
/ed/ and those sounds are not the same.
Directions:
For todays activity we are going to play a memory matching game with rhyming words. We will
each take turns flipping over two cards, one at a time. We will say each word out loud and
determine if the words rhyme or not. If they rhyme, the person who flipped them over will keep
the matching pair of rhyming words. If the two words do not rhyme, you will flip the cards back
over. Try to remember where the words were.
Closing:
Friends, can someone remind me what a rhyming word is?
We can use rhyming words in our writing, such as poetry, to give our writing a more
musical element.
Before we are dismissed can someone give me a word?
Can someone give me a word that rhymes with _________?
How about another word that rhymes with ___________ and ___________?
How about another word that rhymes with ___________, ___________, and
___________?
How about another word that rhymes with ___________, ___________, ____________,
and ___________?
How about another word that rhymes with ___________, ___________, ____________,
___________, and ___________?
Thank you friends.
Differentiation:
- To simplify this activity, I will use picture cards with the words on them.
- To simplify this activity, we will not have to turn the cards over to make matches,
the cards will already be picture side up, to help the students focus more on the
task of choosing the rhyming words and less on remembering where the pictures
were on the table.
- To make this activity more challenging, I will have the students match the words to the
pictures.

I will ask the students to come up with another word off of the top of their heads
that rhyme with the picture card they selected, and then to state a word that does
not rhyme with the picture card selected.
We will then talk about the ending parts of each word, taking off the beginning
sounds of each word to reveal the ending sounds, and seeing if the ending sounds
rhyme.

Assessment:
Formative: The teacher will be taking notes during the activity on students responses
throughout the activity.
Summative: The teacher will record the students responses when asked what a rhyming
word is.
The teacher will ask each student to provide a word that rhymes with the word
given to them orally by the teacher. The word will not be one of the words from
the rhyming pairs covered in the activity.
The teacher will ask the student to orally provide a rhyming pair that was not
covered during the days activity and was not already given by another student.
Technology:
iPad - application (ABITALK Rhyming Bee)
To be used if there is extra time at the end of the lesson.
Reflection on Planning:
I was told to plan a lesson for kindergarten wheel. Sometimes during kindergarten wheel,
we work in small groups of five to six students. Other times during kindergarten wheel, we work
in even smaller groups of two to three students. I know that both kindergarten classes were
divided up into three groups. Mrs. Connells class had the bears group, the fish group, and the
frogs group. Mrs. Hoovens class had the same group divisions. The bears of each class are the
tier three students, they need the most differentiated instruction. The fish of each class are the tier
two students, they need some differentiation to their instruction, but can also figure things out
independently. The frog groups of each class are the tier one students who are very independent
and advanced. When I planned this activity for my kindergarten students, I had in mind the
groups that I would be working with. Therefore, I differentiated my instruction in three different
ways. For my frog group, I planned to use cards with just the rhyming words on them,
challenging the students to rely on looking at the spelling of the words, to figure out if the two
words rhyme. For my fish group, I had just pictures on the cards, challenging them just a little bit
with having to know the word depicted in the picture. For my bears group, I had the words and
the pictures on the cards, giving the students the chance to look at the word as well as the picture
to figure out if the two rhyme. However, I did have a little trouble planning this lesson when it
came to the students needs, interests, and etc. I did not know how much the kindergarten students

were taught about rhyming thus far, or the definition they were given for rhyming words. My
planning was a little blind, for I was just asked to plan a rhyming activity for kindergarten wheel
by my mentor teacher. I also did not know if I was going to teach this lesson in the whole group
format (five to six students) or small group format (two to three students).
I wanted to do something different to grab the students attention as the anticipatory set
for my lesson, and so I found the popcorn poem. When I e-mailed this lesson to my mentor
teacher, Ms. Millette said she loved the anticipatory set and thought the poem would be a great
attention getter. Ms. Millette also informed me that I should not give the frog group just the
words, that I should be giving them pictures as well, because they are not focusing on spelling
yet.
Reflection on Instruction:
I was very nervous going into teaching my lesson today when I found out that I was
going to be observed teaching my rhyming lesson in Mrs. Hoovens class. I do not have much
experience working in whole group (five to six students) in Mrs. Hoovens class. Ms. Millette,
my mentor teacher, does most of the teaching in Mrs. Hoovens class because of the types of
behaviors of the students we encounter in Mrs. Hoovens class. When I do teach in Mrs.
Hoovens class, it is usually in small groups of two to three students, or individually with one
student in the class who is very advanced in reading. As I began teaching, my nerves went away
a little bit, but I was still rather anxious as I went through the lesson. What made me ever more
anxious while teaching was trying to get and keep the students attention. I do not know every
student's names in Mrs. Hoovens class because, as I said before, I do not work with them all
often, if ever. I was not comfortable not being able to be direct with the students to individually
correct them or get their attention. My timing was also off. I felt like I worked with the bears
group for a very long time, yet I ran out of time and had to abruptly end my lesson. During the
fishs group time, I feel that I was able to complete my lesson because I sped myself up, or at
least I tried to. Each time, when the chime was rung, the students immediately got up. I felt that I
had to rush my ending and summary of the lesson because the students were ready to go and
move on to their next wheel activity. I did not have any tools to use off the top of my head to pull
the students back in at the end as they were walking away. I need to working on keeping the
whole group engaged and possibly using a louder more strict voice so that the students
understand that I am the teacher.
My bear group struggled with my rhyming lesson a little bit. One student in particular
really struggled with the rhyming lesson. This may be due to it being the first day back from
their holiday break, and the fact that it was a monday morning. I tried to sound out the word for
this student, but she still was not getting it. I was afraid that I would run out of time, and so I told
her we would come back to her word. Sadly, we ran out of time, and I never made it back to go
over the word with her. My fish group really grasped this lesson. They were able to find the
rhyming word matches rather quickly. I tried to challenge them by asking them to come up with

a third rhyming word that would rhyme with the pair that they chose. I should have realized
earlier on in the lesson that the fish understood rhyming and tried differentiating earlier on.

train

clock

rain

fish

sock

dish

10

ring

snake

swing

cake

top

tea

mop

pea