e
m
i
T
g
n
i
m
y
h
R
s,
e
l
w
By:
o
n
in K
b
o
R
,
o
rg
rad
u
a
v
b
l
n
A
e
l
y
Ashle Sarah Meck
Lesson Plan
Subject:
Language Arts
Grade Level:
Kindergarten
Multi-day Unit
3 Lessons
Standard:
K.W2- Using a combination of
drawing, dictating and writing
to compose informative/
explanatory texts in which
they name what they are
writing about and supply
some information about the
topic.
Description of content &
content type:
This is a lesson for Kindergarteners that will
reinforce rhyming skills. This lesson is designed to
take approximately One to two hours but can be
done over the three sessions. This lesson will
appeal to visual, auditory, tactile, and kinesthetic
learners.
Learning Outcome
(Objective)
The student will demonstrate growth in the use of oral language:
Listen to a variety of literary forms, including stories and poems
Participate in choral speaking and recite short poems, rhymes,
songs, and stories with repeated patterns.
Participate in creative dramatics.
Begin to discriminate between spoken sentences, words, and
syllables.
Recognize rhyming words.
Generate rhyming words in a rhyming pattern.
Curriculum Connection
Lesson 1: Students will acquire the knowledge
and understanding of rhyming words.
Lesson 2: Students will acquire the knowledge
and understanding, as a class, how to identify
rhyming words.
Lesson 3: Students will acquire the knowledge
and understanding of how to match a set of
rhyming words.
Preparation
Prior to students entering the classroom, teacher will make sure
students are sitting on the floor. After students are settled,
teacher will state the objective and ask the following inquiry
question:
Objective:
Today we are
going to learn
how to be rhyme
detectives.
Inquiry Question:
What does
rhyming mean?
Materials & Resources
Rhyming books
Rhyming picture cards (four pictures per student)
Scissors/ Glue/ Crayons
Plastic bags (one per student)
Lesson #1
Warm-Up
1. Teacher begins by restating the Objective and
Inquiry question.
2. Teacher will introduce and model how to be a
rhyming detective
3. Read aloud activity: 2-3 Rhyming Books
Lesson #2:
Whole Group/ Rhyming Name Game
Teacher will tell students to get ready to play the
Name Game by getting in a circle.
Ask students if they notice anything about name
and game. Then, explain the game.
Check-In: as a whole group as they students to
discuss with a partner what they learned about
rhyming.
Lesson #3
Independent/ Rhyming Match Cards
Have students in their seats
Color and cut out rhyming cards
Match the rhyming pairs together
Assessment Strategies
Formative Assessment
Pretest was used to check
for students prior
knowledge and need of the
stated objective.
On-going teacher
observation and monitoring
to determine students
ability to reason abstractly
and quantitatively.
Summative Assessment
Posttest was used to determine if the
learning outcome was met.
Journal/Writing Prompt: Using the
information you have learned, draw a
picture and write about what you did
to with rhyming words.
The following classroom Rubric and
Criteria were used to determine
proficiency levels:
4 (excellent), 3 (proficient),
2 (marginal), 1 (unsatisfactory)
Accommodations for
Individual Learners
Advanced Learners: The lesson was extended for advanced learners.
The advanced learner was given the task of helping the intervention
students with their rhyming words.
Intervention (IEPs): Students with IEPs, who require intervention,
will benefit from techniques like color-coded words, repeating
directions, comprehension checks, cues and prompts. Pair the child
with an advanced learner to persevere in rhyming the words together.
EL/ English Learners: SDAIE (Specially Designed Academic Instruction
in English) techniques were used e.g., using multisensory experiences
such as color-coded words, and visuals. Pair the child with another
child who is at a similar English language proficiency level.
