Alyssa Carmona

Dr. Adams-Budde
EDR 317-01
11 April 2016
Strategy Presentation
Title of Strategy: Onset and Rime (Analogy-Based Word Identification)
Grade Level: Kindergarten
Literacy Area it Addresses: Phonics/Phonological Awareness
Directions for Implementation:
Introduction
Good morning, kindergarteners! Today we are going to be learning about different word
parts called onsets and rimes. This is going to help us use what we already know about
certain words to help us decode even more words!
The onset of a word is the beginning part of the word (1-3 consonants) that comes before
the vowel.1
The rime of a word is the vowel and all of the other letters that follow it. 2
Lets take a look at the word fan. In this word, the f is the onset, and an is the rime.
o The teacher will have a visual representation of the word fan on chart paper for
the students to see.
Words that have the same rime, but different onsets, are part of the same word family. 3
Since an is the rime in the word fan, fan is part of the a-n, or an, word family. Words
like can, man, pan, ran, tan, and van are also part of the a-n, or an, word family, since
they all have the same rime: an.
o These words will also be displayed on the chart paper for the students to see.
The book Hop on Pop by Dr. Seuss has is full of word family words, so we are going to
use it to help us get some practice with different onsets and rimes.

1
Fox, B. J. (2012). Word identification strategies: Building phonics into a classroom reading program. Boston:
Pearson.
2
Fox, B. J. (2012). Word identification strategies: Building phonics into a classroom reading program. Boston:
Pearson.
3
Fox, B. J. (2012). Word identification strategies: Building phonics into a classroom reading program. Boston:
Pearson.
 Modeling
Before we actually begin reading this book, though, we are going to work together to
figure out some of the words that we will be seeing!
Since this is something thats a bit new for us, I am going to start by modeling my
thinking for all of you. And, as I do so, I want you to pay close attention to what Im
saying.
Okay, so I am going to start by looking at these two words (teacher will point to all and
tall on the chart paper). The first word that I am going to look at is this one (teacher will
point to the word all). I already know this word it says all. Since I know that a-l-l
says all, I can use what I know about the word all to help me figure out my second word.
I know that a-l-l says all, and I also know that the letter t makes the /t/ sound. So if
t says /t/ and a-l-l says all, I can figure out that this word is tall.
And, what I know about these two words can help me figure out even more words! If I see
this word (teacher will point to the word small on chart paper), I already know the end of
the word, or its rime. Its all. So I just need to figure out the beginning of this word its
onset. S says /s/ and m says /m/, so sm says /sm/. That means my word is /sm/ +
/all/. My word is small.
The teacher will repeat the previous step for the next three words:
o Ball: b says /b/ /b/ + /all/ = ball
o Wall: w says /w/ /w/ + /all/ = wall
o Fall: f says /f/ /f/ + /all/ = fall
All of these words are part of the same word family, since they all have the same rime
(all), but different onsets.
Now I can use what I know about these words to help me when I read! Lets take a look
at a part of our book. (The teacher will read the pages of Hop on Pop that contain these
words).
Guided Practice
Okay, now lets try decoding some words together! This time I am going to need your
help!
First lets look at this word (teacher will point to the word at on the chart paper). Can
anyone tell me what this word is? (Allow for students to respond).
Great! This word is at. Since we know that a-t says at, we can figure out even more
words!
Lets look at this word (teacher will point to the word pat on the chart paper). What sound
does the letter p make? (Allow for students to respond). Okay, good. So if p says /p/,
and a-t says at, then what is this word? (Allow for students to respond).
The teacher will repeat this process for the next two words:
o Sat: What sound does the letter s make? Okay, good. So if s says /s/, and a-
t says at, then what is this word?
o Hat: What sound does the letter h make? Okay, good. So if h says /h/, and a-
t says at, then what is this word?
 For the next three words (cat, bat, and that), the teacher will provide the students with
more independence as they answer:
o Lets look at this word (teacher will point to the exact word on the chart paper).
Who thinks they can figure out this word? (Allow for students to respond). How
were you able to figure that out? (Allow for student to explain his/her thinking).
These words make up their own word family, because even though they each have
different onsets they share the rime of a-t.
Now lets use what we know about these words to help us as we read! Lets take a look at
another part of our book. This time, I want all of you to help me as I read. You will read
the big words that are capitalized on each page. (The teacher with help from the
students will read the pages of Hop on Pop that contain these words).
Independent Practice
For the independent practice portion, the teacher will split the students up into groups.
Each group will be assigned certain words from the book that share the same rime, but
have different onsets.
Working together in their groups, the students will be asked to decode the words that they
have been given (by applying the same [analogy-based] approach that they used with the
teacher).
The teacher will remind the students to look for the first vowel in each of their words, in
order to help them find the words onset/rime.
As students do so, the teacher should circulate around the room in order to provide
additional help and guidance, and to ensure that students are able to correctly decode their
given words.
Once all groups have worked to decode their assigned words, the teacher will have the
groups turn and talk in order to share with one another. During this time, groups will not
only be able to share their words with one another, but they will also be able to discuss
how they were able to decode their words.
Once the groups have finished sharing, the teacher will bring the class together once
again.
Working together, the teacher and students will read Hop on Pop. As during the guided
practice portion, the teacher will ask the students to read the capitalized words that appear
on each page. (Each group of students will read the words that they were assigned).
Beyond this, in order to provide students with additional practice, the teacher will create
word sort activities that can be used at centers.
o Initially, these word sorts will contain words that actually appear in Hop on Pop.
As time goes on, however, and as students gain more practice/independence, the
teacher will incorporate more related words (that still contain the same rimes, but
that do not appear in the book). This will then expand to the addition of words that
belong to different word families altogether.
Benefits:
Teaching children about onset and rime helps them to:
o Recognize common chunks within words.4
o Decode new words when reading and spell words when writing.5
o Learn about word families, which can lay the foundation for future spelling
strategies.6
Teaching children to attend to onset and rime will have a positive effect on their literacy
skills.7
Learning these components of phonological awareness is strongly predictive of reading
and spelling acquisition.8
Children who know how to read a rime in an unknown word have a clue to the
identification of any word that is spelled with the rime.9
Modifications (process, content, product):
Process
o As students work within their groups to decode the words that they have been
given, the teacher could highlight each words onset and rime in different colors in
order to help the students more easily decode each word. Another option would be
for the teacher to do this for only one of the given words, in order to provide the
students with more independence as they work to decode the words. Yet another
potential option would be for the teacher to read aloud one of the given words to
the group. The students would then be able to apply what they know about one of
their words to the other words that they have been given.
Content
o The teacher could use a different book/piece of writing to facilitate this lesson. For
instance, he/she could opt to use a book/poem/etc. that focuses on a lesser quantity
of word family words. Likewise, the teacher could opt to use a written piece that
contains words that are more difficult to decode.
o For students who are not yet ready to decode written words, the teacher may opt to
start out by using picture-related onset/rime activities, even if the pictures are
combined with words.

4
Onset/Rime Games. (n.d.). Retrieved April 05, 2016, from http://www.readingrockets.org/strategies/onset_rime
5
Onset/Rime Games. (n.d.). Retrieved April 05, 2016, from http://www.readingrockets.org/strategies/onset_rime
6
Onset/Rime Games. (n.d.). Retrieved April 05, 2016, from http://www.readingrockets.org/strategies/onset_rime
7
Onset/Rime Games. (n.d.). Retrieved April 05, 2016, from http://www.readingrockets.org/strategies/onset_rime
8
Onset/Rime Games. (n.d.). Retrieved April 05, 2016, from http://www.readingrockets.org/strategies/onset_rime
9
Fox, B. J. (2012). Word identification strategies: Building phonics into a classroom reading program. Boston:
Pearson.
 Product
o As part of this lesson, the teacher may choose to have his/her students come up
with their own related word family words. This can be done by having students
think of words/rimes that have not been mentioned. For example, they could add
onto the lists that have already been generated by thinking of words that share the
same rime(s). They could also be given the opportunity to come up with words that
share rimes that have not already been mentioned.