LESSON PLAN

Your Name: Brian Colamussi

Partner’s Name: Paige White
Grade Level: Kindergarten
Focus of the Lesson: Improving Rhyming Skills
Standard(s)-
1) The student will demonstrate growth in the use of oral language
2) The student will expand understanding and use of word meaning
3) The student will oral communication skills

Objective(s): Students will learn what makes words rhyme

Materials:
Teacher materials:
● Baskets for each student
● Paper

Student materials:
● Pencil
● Scissors
● Crayons
● Colored pencils
● Glue stick

Procedures:
Include specific steps to explain what the teacher is doing and their progression.
Include specific steps of what the student is doing.

Minutes What is the teacher saying and What is the student doing?
doing?
3 minutes As the teacher I will explain the lesson Students will be sitting quietly in
and expectations to my students. I will their small center groups listening to
also be passing out papers and instructions.
materials that are needed for the
lesson.

“Boys and girls please sit quietly. We

are about to start our lesson on
rhyming. I will be handing out a piece
of paper with two columns as well as
a piece of paper with images that you
 will be cutting out. I will also be
giving each of you a basket to put the
cut out pictures in so you do not lose
any. After you're going to be gluing
the images onto the paper and putting
the images that rhyme next to each
other”.
3 minutes I will then model and explain to the The students will pay attention and
students what I am doing and thinking hopefully one of them will be able to
as I form pairs with the rhyming explain to the class the similarities
words. between the words cat and bat.

“Students look at the board. I have a

picture of a cat and a bat. Can you
hear any similarities between the
words cat and bat?”.
5 minutes If none of the students can explain Again the students will be listening
how cat and bat rhyme with each and asking questions if they need.
other, I will explain to them in detail
why the words rhyme.

“Students, do you notice how the

ending of both words, cat and bat end
with “at” and sound similar
(underlining “at” in both the words).
This typically indicates that the words
rhyme with each other”.
10 minutes If the class seems to have a good The students will be cutting as
understanding of why the example carefully as possible in their centers
words rhyme, I will then tell them it is following the dotted lines, they will
their turn to try. transition the pictures into the basket.
“Now that we know what makes Once they are all in the basket they
 words rhyme, it is your turn to begin can begin matching the pair of words
cutting out the images, place them in that rhyme.
the basket, and start looking for the
pairs of words that rhyme. Stop when
you are ready to glue the pairs to the
paper. We will go over as a class each
picture and their rhyming match”.
6 minutes I will be walking around to each group The students will be matching the
making sure they are following pictures with each other. They will
directions and understanding the begin to get ready to go over the
concept. Once the majority of the class rhyming matching pairs as a class.
is completed, I will call for their Their eyes will be on me at the center
attention and stand in front of the of the class. Students will be quietly
room, going over the pairs of rhyming raising their hands waiting to be
words. I will give the students the called on, to give their match.
opportunity to raise their hands quietly
to give me their matching pair of
rhyming words.
5 minutes Once we have completed the pairing The students will be gluing the
of the images. I will then tell the class images onto the piece of paper.
it is time to glue.
“Class, we did a great job matching
the images. It is now time to move
onto gluing the pairs to the piece of
paper. There are a total of eight
images so four of the images should be
on the left side of the column (line),
with their matching rhyming pair on
the right side (of the line)”.
8 minutes I will then give the students time to Students will finish their gluing and
color the images in to make it their then move onto coloring the images
own. with crayons and color pencils.
 “Once you finish up gluing, begin
coloring in the images, do your best
coloring in the lines and using colors
that are appropriate for the pictures”.
Total of:
40 minutes

REFLECTION SECTION:

RUBRIC
 Criteria Excellent Acceptable Needs work Self-
evaluatio
n score

Lesson Plan 7-10 points 3-6 points 0-2 points 10

Components All lesson plan components are There is one component Three or
thoroughly listed. Including the missing. more
assessment that informed this lesson. components
are missing.
Procedures 7-10 points 3-6 points 0-2 points 10
The lesson is introduced in a logical The lesson is introduced in a There are
and engaging manner so students manner that may be somewhat parts of the
know what to expect and what is confusing to students in order to lesson that
expected of them. Procedures are know what to expect and what is were only
clear and detailed to enable a third expected of them. Procedures minimally
party follow the lesson without aid. are vague, lacking detail. introduced.

Reflection 7-10 points 3-6 points 0-2 points 10

Includes a thoughtful reflection Includes a somewhat thoughtful Reflection is
describing the lesson, areas for reflection describing the lesson, minimal.
growth, strengths, and modifications areas for growth, strengths, and
for future lessons. All of the modifications for future lessons
questions in section B were and/or lacks detail.
addressed. At least 3 citations from
the course readings were naturally
woven throughout. Included
feedback from your partner.
 5 points 3-4 points 0-2 points
The presentation includes: The presentation is missing one Three or
-justification of lesson by including or two pieces of information. more pieces
brief summary of assessment There are a few mistakes on the of
Presentation information electronic presentation making it information
-appropriate literacy instruction less professional. are missing
(attends to at least one: fluency, from the
vocabulary, comprehension, writing, presentation
or word study) and it does
-Professional presentation. not look as
professional.
Comments: Total
One or more grammar, spelling, or typographical errors as well as not including the rubric with the self- Points
evaluation score may result in a deduction of points.

30

My practicum experience at Clymore Elementary was great and unfortunately ended too

soon. I was placed in a Kindergarten class with an amazing teacher and 19 students. I looked

forward to Wednesday’s at Clymore and I believe the students did too. My case study student

was a five year old boy named CJ who happened to be speech delayed. I found this particularly

interesting because as a child, I was speech delayed as well. CJ and I really built a good

relationship throughout the semester. He loved working with me and was always trying to help

with whatever assignment I had to do that day. When I did the Literacy Assessment with him it

was obvious that he struggled but he never seemed to get discouraged. I was always positive

with him and did my best to keep him motivated. Being able to work with him was an experience

I will never forget nor take for granted.

With all that has happened in the past couple of months I was not able to look at my

assessment results, but I do remember that CJ struggled the most with the rhyming assessment.

That is why I chose to create a lesson that would work on children's rhyming skills. CJ falls

under the emergent reader stage. Most emergent readers struggle at first with rhyming because

they don't know what the term means (Bear, 2016). It is extremely important that we teach our
students explicitly what rhyming means. To do this we must do more than just read the rhyming

words. Even though the first step is to make sure their ears are filled with rhymes we must do

more as teachers to help our students with rhyming (Bear, 2016). Creating things like picture

sorts, games, and rhyming songs are all helpful when teaching rhyming to young children. The

chapter also talks about reusing picture sorts throughout the year so children can become familiar

with the words and pictures (Bear, 2016). This is something I can do with the pictures from the

lesson I made. The more exposure children have with words, the better their vocabulary will be.

My goal for this lesson is to help students determine what words rhyme with each other. I

chose to use pictures instead of spelling out the words because I know that a lot of

kindergarteners still struggle with spelling and reading. By determining what pictures rhyme

with each other students will also be demonstrating growth in use of oral language. They will

recognize the similarities between words like cat and mat and their rhyming skills will begin to

improve. Calling on students and having them share what pictures they matched will also help

build oral communication skills. I also believe that walking around the class checking students'

work and giving them feedback will make them better at rhyming. This lesson is only the first

step to improving children's rhyming skills. I know many more activities and practice will be

necessary for children to really understand rhyming. As the year goes on and students become

better you can always change up the pictures and have students work on making rhyming pairs

with more difficult words. Changing up the pictures based on your students abilities is a great

way to differentiate your lesson.

Talking to a classmate about my lesson plan was great. It was really nice to get Paige's

opinion on my lesson. She gave me pointers and compliments which were encouraging. She

mentioned how she liked how I gave the students an opportunity to participate and share their
answers with the class. She thought this was a great way to keep them engaged. Paige also liked

how I included visual and oral learning strategies in my lesson. She mentioned how she has seen

kindergartners thrive in environments where they can be hands on. Overall, I really enjoyed

making the lesson plan and discussing it with a classmate.

Works Cited

Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2016). Words their way: Word study
for phonics, vocabulary, and spelling instruction . Upper Saddle River, N.J: Merrill.