Rhyming Time
Ms. Perkins
Kindergarten
Common Core Standards:
Reading standards for foundational skills
RF.K.2. Demonstrate understanding of spoken words, syllables, and phonemes (sounds). Recognize and
produce rhyming words. Count, pronounce, blend, and segment syllables in spoken words. Blend and segment
onsets and rimes of single syllable spoken words. Isolate and pronounce the initial, medial vowel, and final
phonemes (sounds) in three-phoneme (consonant-vowel-consonant, or CVC) words. * (This does not include
CVCs ending with /l/, /r/, or /x/.) Add or substitute individual phonemes (sounds) in simple, one-syllable
words to make new words.
Lesson Summary:
In this lesson, students will learn to identify rhyming words by hearing them, seeing them, and writing them.
Students will work as a group and individually to complete this lesson.
Estimated Duration:
Two 60-minute class times and One 30–40-minute class time
Commentary:
To begin this lesson, I will begin speaking to the class only short sentences that rhyme. The creative and silly
way of talking to my class will prompt my students to be curious and pay attention. My students will then be
more engaged and ask questions during my rhyming lesson. Once I have the student’s attention, I will explain
what a rhyming word is and what makes a word rhyme. This will lead into starting my other lesson activities.
Instructional Procedures:
Day 1: As a group, to begin our rhyming lesson after my introduction, we will read Dr. Suess “The Cat in the
Hat” and after we will make a list of all the rhyming words, we can remember from the book. We will then
discuss how we use rhyming words every day and go over the definition of rhyming words again and I will
explain how they have the same ending sound like cat and hat. I will then read some nursery rhymes to the
class and tell the students to stop me when they hear two words that rhyme. We will then start our movie, Dr.
Suess “The Cat in the Hat” on the students IPADS and the students will be asked to. Sound out and write down
any rhyming words they hear in the movie.
Day 2: As a class, I will go over and remind the students what rhyming words are and give some examples like
star and car. We will then finish watching Dr. Suess “The Cat in the Hat” on the students IPADS and the
students will continue making their list of rhyming words they hear. After the movie, I will go around the room
and have students tell me one pair of rhyming words they heard during the movie. I will then collect their lists,
to look at later to access if everyone is understanding the concept or if we need to review. I will then use our
classroom dry erase board and give the students a word and ask them to give me a word that rhymes with it.
For example, if I say bat, the student could say mat. I will also do some practice is still phrases like “ the owl
wore a _________ and jumped to the goat in a ___________.” To end this lesson, students will complete
rhyming worksheets where they will circle the two objects that rhyme.
Day 3: Students will make rhyming books individually, while I will meet with small groups of students to do
assessment.
Pre-Assessment:
Prior to beginning the lesson with reading the Dr.Suess “The Cat in the Hat”, I will break the students into
small groups of 3-4 students. I will give the students words and see if they can tell me a word that rhymes.
Scoring Guidelines:
I will use my judgement to determine how well the students know rhyming words.
I will meet with the small groups of students again on Day 3 to access if the students understand rhyming
words or if we need to add another day to our lesson plan to review.
Post-Assessment:
The classroom discussion and the small group discussions will help to evaluate comprehension of this concept.
The students will also complete worksheets to identify rhyming words at the end of Day 2 which will evaluate
their level of understanding and their ability to identify rhyming words.
Scoring Guidelines:
Students will be evaluated by a Satisfactory or Unsatisfactory understanding of the concept. If Unsatisfactory,
we will spend time reviewing and relearning the concept.
Differentiated Instructional Support
Students who are struggling with rhyming words, will revisit our exercises we did in class and will be given
more review sheets to help with practicing and mastering hearing and identifying rhyming words. I will also
work with students in small groups that need extra practice.
Students who have mastered identifying rhyming words by saying and hearing them can now working on
sounding out and writing the rhyming words.
Extension
This website is great to help further practice rhyming words.
https://www.readingrockets.org/strategies/rhyming_games
These are some printable rhyming activities that can be used for extra practice.
https://www.k5learning.com/free-preschool-kindergarten-worksheets/rhyming
Homework Options and Home Connections
Students are encouraged to practice using rhyming words with their friends and family at home.
Interdisciplinary Connections
During the lesson, students will work on strengthening language skills.
This lesson lays the groundwork for beginning spelling, writing, and sounding out words.
Rhyming also develops reading comprehension by strengthening predicting skills.
Materials and Resources:
For teachers Google Account, Internet Capable Computer, Color Printer, pencils, erasers, Cat in the
Hat book and movie (online access), Nursery Rhyme book, writing lined paper, Dry
erase markers, chalk, rhyming worksheets, rhyming cut up book
For students iPad, headphones, paper, pencil, eraser, scissors, glue stick
Key Vocabulary
Rhyme, Rhyming words
Additional Notes
Students will make rhyming books on Day 3 to take home for extra practice.
