Kathleen Coopman

Subject: Language Arts- Phonemic Awareness Grade: K Lesson Topic: Rhyming Words

1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner,
create bridges from past learning, behavior expectations)
CA Academic Standard
Phonemic Awareness
1.10: Identify and produce rhyming words in response
to an oral prompt
Prior Learning
Overall, the classroom has high motivation to read.
They enjoy stories with rhyming words.
Focus Learner/Behavioral Expectations
Students will be expected be active and attentive
listeners during read aloud times. They will be
encouraged to actively participate in discussion and
will raise their hand if they have something to share.
Rationale:
This focus of this lesson plan is to
improve students phonemic
awareness skills by satisfying the CA
Language Arts standard of identifying
and producing rhyming words.

Being an active and attentive listener
will allow the students to capture all
the details of the story being read
aloud to them. Classroom discussions
will further their comprehension and
understanding of the task at hand.

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you
measure mastery of the outcome?)

Objectives:
Students will be able to identify rhyming words in a
story read aloud to them and independently produce
rhyming words.
Mastery:
Mastery of this objective will be measured by the
summative assessment at the end of the lesson. The
assessment will include observation of the students
participation in discussion of the book as well as their
Rationale:
The objective is to identify and
produce rhyming words which will
show whether they possess this
particular phonemic awareness skill.
Mastery of the lesson will be
measured by a summative assessment
of all portions of the lesson. Each step
in the lesson gives them the skills
necessary to improve their phonemic
work in small groups. awareness skills, therefore each step
will be considered in the assessment.

3. Pre-assessment Activity: (Determine students abilities to achieve the learner outcome and
prescribe instruction accordingly. Consider: linguistic background, academic language abilities,
content knowledge, cultural and health considerations, interests and aspirations, physical
development, social development, emotional development. )

Pre-assessment activity:
The teacher will review the activity from a couple days
ago. The students will be asked if anyone remembers
what book was read to them yesterday (There Was
An Old Lady Who Swallowed a Fly). The teacher will
present the students with the book and, without
flipping through the pages, will say aloud words from
the book and ask students if they can recall any of the
rhyming words.
Rationale:
Recalling information from a previous
days lesson will help prime the
students for what they will be working
on in lesson, which will be similar
skills.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments, modify
Learning Activities based on learner characteristics to meet the needs of ELL & special needs students,
highly achieving students and low achieving students)

Modifications for all ELL:
1. More time will be allowed to complete the
activity
2. Will be provided with visuals to accompany
letters of the alphabet to assist with letter
sounds (i.e. alligator for the letter a)
Modifications for high achieving students:
1. Paired with struggling student
2. Will be provided with a more difficult and/or
more sets of words to rhyme
Rationale:
In order to meet the needs of all
students in the classroom, it is
necessary to provide modification and
accommodation strategies.

ELL students may not be as familiar
with the sounds in the alphabet, so
visuals will be provided.
High achieving students will be
provided with additional and/or more
Modifications for Special Needs students:
1. Assistive technology
2. Assistance of aide
3. Paired with a helpful classmate
4. Directions will be repeated as necessary
5. Visuals will be provided as necessary
6. Shortened portions of the assignment, if needed
difficult words to rhyme to keep their
attention.
Students with special needs will be
provided with visuals as needed.
Assistive technology such as use of a
microphone could improve attention
and focus on the story being read. An
aide will assist in providing 1:1 support
as needed.
The teacher will consider the needs of
all students when putting them in
small groups to satisfy the needs of
students.

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)

Pre-assessment instruction:
1. There was an Old Lady Who Swallowed a Fly
- book
Explicit Instruction
1. There Was an Old Lady Who Swallowed a
Shell book
Guided Instruction
1. Bucket
2. Sand
3. 15 cards with words written on them along
with visuals (i.e. bat, map, etc.)
4. White board
5. marker
Independent Instruction
Rationale
In order for a lesson plan to be
effective, all materials must be readily
available.
This book was chosen because it
contains rhyming words throughout.

1. File Folder Games that include rhyming
activities

6. Learning Activities: Explicit Teacher Instruction - (Explain, model, demonstrate, check for
understanding)

Hi boys and girls, we are going to be learning about
rhyming words today. We are going to start with a
story about one of my favorite places- the beach! Even
though I am going to be the one reading, you all have a
very important job, too-listening. After we read the
book, we are going to dig back through it to see if we
can find some rhyming words. Once we are done with
the book, we will be digging through our own sand
bucket to see if we can come up with our own rhyming
words. Lets get started!
Explicit Instruction
After the reviewing the book they read a few days
prior, the teacher will begin the read aloud by first
asking all the students to come sit on the floor around
her. She will be sitting a little higher than the students
and centered so that all can see the pictures. The
teacher will do brief pre-reading activities such as
asking the students what they think the book will be
about by looking at the cover and hearing the title. The
teacher will then read the book.
After the teacher reads the book, they will go back
through the book with the students and identify the
rhyming words throughout.
Check for Understanding:
The teacher will provide students with 2 words from
the story and ask if they rhyme or not.
Rationale:
The teacher will outline for the
students what they are going to be
doing during this lesson. This will help
them know what to expect. Knowing
that they will have an assignment
related to the book may help some to
increase their attention during the
read aloud.
The teacher will read the story in an
area comfortable for the students.
Asking for students predictions about
what they book might be about will
help to engage them in the book, even
before the reading has begun.
It will be important for the teacher to
check for understanding before
placing them into smaller groups so
that they know which students may be
struggling with this lesson.

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and provide
feedback and re-teaching)

Following the read aloud, the students will be broken
up into small groups. During one of the group
rotations, students will be working on activity related
to the book that will be led by the teacher or an aide.
The students will take turns digging through a bucket
filled with sand. The teacher will first model this for
the students. They will pull out a card and will be
asked to produce a word that rhymes with the word
they pulled out (i.e. pen- den). The item will be placed
back into the bucket and the next student will have a
turn.
Check for Understanding:
The teacher or aide will be leading this group so will
able to continuously check for understanding. If a
student is unable to produce a rhyming word that
makes sense, they will be encouraged to produce
nonsense words as well. If re-teaching is necessary,
the teacher will write the word down on a white
board, and visually show the student how to change
one letter in the word to another letter which would
produce a rhyming word.
Rationale:
The teacher will briefly model the
activity so students know what they
will be doing and how it will help them
when it is
Allowing the students to dig through
the bucket of sand with their hands
will provide them with a fun
opportunity to try to find something in
the bucket. This will increase their
motivation and attention in this
activity.
If re-teaching is necessary, providing
the students with a visual
representation of how to manipulate
letters to find a rhyming word will
increase their chances of producing a
rhyming word on a future opportunity.

8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent
activities are assigned assuming that students understand the concept well enough to work on their
own.)

During the next small group rotation, students will be
at an independent activity center. The students will be
provided with a file folder activity to complete. The
activity will have 4 initial words on the left hand side of
the folder. There will be 4 additional words that rhyme
with each initial word. The students will have to match
Rationale:
This independent activity provides
students with an opportunity to apply
the skills they learned in the previous
group.
the rhyming words.
Check for Understanding:
The teacher or aide will monitor this group. When the
student completes a file folder, they will need to bring
it up to the teacher or aide to check it.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students learning.
Describe differentiating assessment strategies you will use for ELL, special needs students, highly
achieving students and low achieving students.)

Students attention and participation during the whole
group instruction, read aloud, small group instruction,
and independent practice will be assessed by teacher
observation.

Rationale:
The teacher will assess the students
based on observation. Students will be
at varying levels with regards to their
rhyming skills. The teacher will use
their knowledge of students skills in
determining whether a student
completed the activities to the best of
their abilities.

10. Closure: (Describe how students will reflect on what they have learned.)
The teacher will call the students back to whole group
instruction. The story will be reviewed along with a
review of the rhyming words in the book. The teacher
will ask students to raise their hands to recall some of
the items they were able to find in the beach bucket.
Rationale:
This allows for the teacher to end the
lesson on a fun and positive note while
reviewing the concept of rhyming
words they worked on in this lesson.