Suzanne Cardenas

Education 151: Language and Literacy

December 7th 2015
LESSON PLAN
Rhyming with words!
AUDIENCE: Intermediate/Low-Advanced Level ESL Students
GRADE: 2ND
AGE: 6-7 YEARS OLD
INSTRUCTIONAL OBJECTIVES:
At the Conclusion of this Lesson Plan students will be able to:
1). Recognize rhyming words in print and will be able to differentiate the
difference between an onset and rime.
2). Students will read and bu8ild words that belong in the same word family
3). Write rhyming words by engaging in rhyming exercises and matching
rhyming cards during independent work
MATERIALS:

Magnetic Letters with raised bumps

Construction Paper
Pencil
Marker
Dr. Seuss Fox in a Box
Paper cutouts
Packet of flashcards

WARMUP/INTRODUCTION:
1. Introduce rhyme generation to students: Present the concept of
rhyme and ask students to define it and give examples.
2. Present rhymes in context: Conduct a shared reading of Dr. Seuss Fox
in a Box and ask students to identify the rhymes.
3. Demonstrate how to manipulate onset and rime: Use the Identified
rhymes to color-code the onset and rime on chart paper. Using a word
ladder graphic, demonstrate how to generate new rimes from previous
words. Students will list consonants and demonstrate how to manipulate
the onset to create a new rhyme. For example:
The word [sat] can be changed to the word [cat] by selecting a new
onset.
4. Record Rhymes generated from Original poem or song: Display
selected sentences from the song or poem used to introduce the activity
or sentence strips. Students apply the skill by creating their own
sentences that generates a new rhyme for the context.
5. Facilitate students application of rhyme generation: Develop
students skill in manipulating onsets and rimes by encouraging rhyme

Suzanne Cardenas
Education 151: Language and Literacy
December 7th 2015
generation with their names. During literacy stations or intervention,
students use their own names to generate rhymes on a word ladder. After
exhausting the list for their own names, they may create a new list of
rhymes with classmates names.

HAT

SIT

For example: My fat cat sat on a mat, Jill swallowed a pickle dill.

Ask students what sentences they created by using onsets and rimes. How
did they form sentences with rhyming words in order for sentences to make sense?
PRESENTATION: Ask students why they think that rhyming words are important
when reading a book or when constructing sentences.
Explanation:

KEY *Rhyming lends itself to better phonemic awareness; the

ability to break words into smaller parts and recognize smaller
parts in words.
Being able to break words into smaller parts and recognize smaller parts in words is
an important skill that is crucial for reading and spelling. This awareness leads to
better reading and writing success.
Rhyming also teaches you what you are learning and to read about the patterns
and structures in both spoken and written words. Songs and rhyming expose you to
the rhythm of language which helps you read with some animation in their voice
instead of just a monotone voice.
Have you seen anyone sitting happily listening to someone reading in a monotone
voice? NEVER! When you listen to someone who reads with inflection and
animation, you sit glued to the reader.

Suzanne Cardenas
Education 151: Language and Literacy
December 7th 2015
Most importantly: Rhyming and rhythm are very
important skills that help you learn to use inflection
an animation when reading aloud. Rhyming also
prepares you to make predictions while learning
words.
GUIDED PRACTICES:
Students gather on the rug as you lead them in a
read-aloud of the nursery rhyme Jack Be Nimble.
Demonstrate movements to accompany the read-aloud so that students use wholebody learning to map the rhymes. After color-coding rhyming pairs in the poem,
provide each student with a packet. The packet contains a set of multisensory
rhyming pair cards. Direct students to work with their reading partners on the
following:
Match the rhyming pair cards with their pictures (box, fox).
Use the magnetic letters to create the words and trace them.
Chant the sounds as you trace the letters (box, fox).
Create new words on your Rhyming Pair Word Study sheet that match (box, fox).
INDEPENDENT PRACTICE:
As students complete their packets, they review the original nursery rhyme Jack Be
Nimble on the chart. Partners try out new lines for the rhyme with their generated
rhymes and add them to the chart. When all students have completed their task,
the teacher gathers them on the rug again to read the new rhyming lines generated
by the class.
Picture Card

Word

Rhyming Word

FOX

BOX

Suzanne Cardenas
Education 151: Language and Literacy
December 7th 2015

FROG

HOG

BUNNY

FUNNY

CAT & MOUSE

MAT & HOUSE

DOG

FOG

Suzanne Cardenas
Education 151: Language and Literacy
December 7th 2015

SHARK

BARK

FORCE

HORSE

SQUIRTLE

TURTLE

GUIDED PRACTICE:

1. Review with students the game and song they learned in the previous session
and talk about what rhyming means.
2. Display Down by the Bay. Point to each of the pictures and name each one
aloud so students are familiar with them. The pictures that are not inserted
within the poem should be displayed at the bottom of the chart.
3. Read the chorus several times and have students sing or read with you to
familiarize themselves with the chant.
4. Read the first stanza. When you get to the blank, have students raise their
hands to choose the correct rhyming picture. Read the stanza again with the
rhyming pair. Continue until the poem is complete. The chant can be displayed
in the classroom for students to revisit at a later time.

Down by the Bay

Where the watermelons grow
Back to my home

Suzanne Cardenas
Education 151: Language and Literacy
December 7th 2015
I dare not go
For if I do
My mother will say
Did you ever see a _________ kissing a ____________
Down by the Bay.
(Repeat until students feel comfortable with rhyming words)
EVALUATION:
After students are comfortable doing this together as a class with teacher
support, they then work in pairs to do the following:
Post rhyming words all over the classroom and give students magnifying
glasses, clipboards and the Record a rhyme worksheet (see printable). Students
will do their best to find words that rhyme on word walls, in books, on posters,
etc. They can then record rhyming word pairs. As students begin to read, copy
the rhyming cards printable with the pictures covered up. Have students make
and play the game only using the words.

HOMEWORK:
Name: ______________________

Directions: Circle the words in each row that have the same long vowel sound
in the word in the box.

FEET

MEET GREET SEAT HEAT HEAD

TAKE

LEAK BAKE CAKE STAKE LAKE

CONE

BONE TUNE TONE ZONE DOME

FLUTE

CUTE TOOT BOOT SUIT CUT

Suzanne Cardenas
Education 151: Language and Literacy
December 7th 2015

PINE
TUB

TIN FINE MINE LINE DINE

RUB SUB FIB BUB CUB

BED

FED TED RED SAID BIN

POT

NOT STOP BOUGHT NIT