Rhyme Exposure     level NY-2

Rhyming Exposure

 ODL 15a - level NY - 2

LISTENING GAME: 

Remember The Last Sound!

Rationale: Native Spanish speakers may not be accustomed to listening for final sounds in words because many Spanish words end in vowels rather than consonants. This game prepares students to rhyme by training their ear to focus on the final position in a series of sounds. Visual supports are provided to reduce working memory and allow for auditory focus. View link for demonstration lesson. (~3 min)

Rhyme Recognition     level 4-6

Rhyming Recognition

 ODL 15a - level 4

Down By The Bay 

extension activity

Tell students that they will sing a song to practice their rhyming skills.  If you choose to have a “rhyming stick,” tell students that when you pass the stick to them, it will be their turn to think of a rhyme for the song.

Sing the traditional children’s song “Down by the Bay.”  Invite students to join.

When you get to the verse that begins, “Did you ever see a ___,” choose a verse from the ones provided and sing the entire line except the very last word.  Pass the “rhyming stick” to a student and ask them to complete the verse.  Accept any word that rhymes, even if its a silly word.

Down by the bay

Where the watermelons grow,

Back to my home,

I dare not go,

For if I do,

My mother will say…

(reference the PA-TTB linked below)

Down by the bay!

Phonological Awareness table top book pg 24

Down By the Bay Visuals

Down By the Bay interactive game 

Rhyme Recognition

Thumbs up/ Down Rhyming Game

• Give students a picture card, and they can sort the cards by if they rhyme or not.

• Or have a student hold up a card and the rest of the students vote if the pictures rhyme or not.

Rhyming Recognition

 ODL 15a - level 4/5

That’s Not Right!

Tell students that they will play a new rhyming game.  Say: “I will say a sentence, but something won’t be right.  Your job is to figure out which word isn’t right and fix it!”

Say the sentence rhythmically, gently moving to the beat.  Pronounce the bolded (wrong) word with slightly more emphasis.  

Example:

Teacher: Oink, oink said the little baby wig.

Students: It’s pig, not wig!

Phonological Awareness table top book pg 28

Jump Up and Down Song

...rhyming name variation: “Let’s pretend all of our names start like (choose a consonant sound). As we sing, listen for the word that rhymes with your name.” (singing for Sophia:)

/m/ophia, /m/ophia, jump up and down

 jump up and down,  jump up and down

/m/ ophia, /m/ ophia, jump up and down

Please (sit down, line up, choose your center, etc.)

Rhyming Name Game

Children will begin to join in and identify the correct student’s name with this fun oldie. HERE are the lyrics. 

Spanish Rhyming Word Cards

Set 1

Set 2

Rhyme Completion     level 4-6

Rhyming Completion 

ODL 15a - level 4

Phonological Awareness instruction: Reflect on where your students fall in the phonological awareness stages. It is completely appropriate for the majority to be in the exposure and explanation stage.  Ask yourself if your instruction matches the stage your students are in?  Build a strong foundation in the exposure stage before jumping to recognition/identification or production stages.  The Pre-K Phonological Awareness Teacher Table Book has many lessons and strategies in the various stages.  Here is one lesson that supports the exposure and explanation stage from this resource. 

Rhyme Recognition: Feel the Rhyme  

NOTE: It is important not to confuse students with the concepts of ‘rhyme’ and beginning sound awareness (alliteration -onset/rime). Explicit instruction when teaching rhyme (words that sound the same at the end) is extremely important before formally teaching the concept of alliteration (words that begin with the same sound). 

Rhyming Completion

ODL 15a - level 3, 4

Predictable Books 

During outside time, play a game of tag where all except two students are gingerbread men. The ‘it’ students are the little old woman and the little old man. The gingerbread men repeat the rhyme ‘Run, run as fast as you can, you can’t catch me, I'm the gingerbread man’ then take off running. Whomever the little old man and little old woman tags first takes their place as ‘it’ and the game repeats. 

Word Play: Goodbye Rhymes

Rhyming Completion

ODL 15a - level 4

LETRS pg. 104~”A sense of rhyme develops with an awareness and detection of rhymes in song…”

LETRS EC pg. 106 “One way to help children develop their phonological processing skills is to enhance their listening environment.”

Whisper Phone - “The words that are said in a whisper phone are heard at a louder level. This strategy is called auditory bombardment and helps children focus more intently on what is said.”

• Teach children how to use them properly

• Use them in table top activities that involve listening, i.e. rhyme, listening for specific sounds, learning new words.

Rhyming Completion 

ODL 15a - level 4

Rhyming Riddles - Linked below are 3 different rhyming riddle slide presentations that have visual scaffolds to support students as they learn to listen carefully to complete a rhyme riddle. You may choose to use these slides to teach the concept whole group/small group (instructional technology) or you may choose to print the slides and display the visuals as you repeat the rhyming riddle. NOTE: Repeated use of these slides to teach the concept of rhyme completion would be appropriate. If you choose to make a slide presentation of your own, I would love to share it with your colleagues. :) 

Rhyming Riddles - O’Reilly

Rhyming Riddles - visuals added

Rhyming Riddles - Tomkinson (revised - visuals added)

NOTE: It is best to use the slides in ‘presentation’ mode.

Intentional-Objective Focused Instruction: 

Use the anchor chart to explicitly teach the concept of rhyme. 

Tips for differentiating the Rhyming Riddles activity: Present the riddle as is (level 4) 

1. too hard? Provide two words using picture cards for the child to choose from:

You sleep in me and I rhyme with sled. (house/bed)

2. too easy? Ask the child for another word that rhymes with the correct response (bed, Fred, red, etc.)

Rhyming Completion 

ODL 15a - level 4

Word Play

A GoodBye Rhyming Book FREE from TPT: This repetitive, fun goodbye chant provides predictability and visuals to support children as they begin to remember and complete familiar rhymes.

Rhyming Completion

ODL 15a - level 4

Phonological Awareness instruction: Reflect on where your students fall in the phonological awareness stages. It is completely appropriate for the majority to be in the exposure and explanation stage.  Ask yourself if your instruction matches the stage your students are in?  Build a strong foundation in the exposure stage before jumping to recognition/identification or production stages.  The Pre-K Phonological Awareness Teacher Table Book has many lessons and strategies in the various stages.  Here is one lesson that supports the exposure and explanation stage from this resource. 

Rhyme Recognition: Feel the Rhyme  

Get out of bed potato head

Materials needed: Mr/Mrs Potato Head and body parts, copy of clue cards

My turn: Display and identify  the loose parts needed to build the potato head. Explain the steps: Choose a card. Complete the rhyme. Find the body part or accessory. Add it to your potato head. Model using the extra clues to deconstruct the potato head.

Do it with me: Provide a small group of students with the loose parts they will need to build their potato head. Let them explore the materials and build the potato head before you begin reading the clues. Read the clue cards to students (checking responses) and support them as needed while they build their potato head. Note the students who need more support listening to the context and determining the object that rhymes.

Do it by yourself: Provide students with the loose parts needed to complete their potato head. Follow these steps: Students will choose a picture cue card. Look at the picture cue. Identify the body part that rhymes with the cue picture. Open the card to check. Say these two words. Add that body part to their potato head.

Read/recite a rhyming story with exaggerated prosody and provide the first sound of the word that rhymes at the end of the stanza/refrain with the expectation that the students will chime in with the rhyming word.

My turn: read/recite the poem; explaining/exposing students to blending onset/rime. (Explain the meaning of the tier 2 words in the context of the poem using asides as needed.)

Do it with me: read/recite the poem, provide the first sound and encourage the children to chime in to complete the rhyme. NOTE: Use only the first two stanzas on day 1, then add a stanza a day until the students are freely chiming in on the rhyme.

Sample rhyme-

Mary Had A Little Lamb

by Sarah Josephs Hale

Mary had a little lamb,

Its fleece was white as snow,

And everywhere that Mary went,

The lamb was sure to /g/— (go).

He followed her to school one day,

That was against the rule.

It made the children laugh and play,

To see a lamb at /sk/ – (school).

And so the teacher turned him out,

But still he lingered near.

And waited patiently about,

Till Mary did /uh/– (appear).

And then he ran to her and laid

His head upon her arm,

As if he said, “I’m not afraid-

You’ll shield me from all /h/– (harm).”

“What makes the lamb love Mary so?”

The little children cry;

“Oh, Mary loves the lamb, you know,”

The teacher did ‘re’– (reply).

“And you each gentle animal

In confidence may bind, 

And make it follow at your call,

If you are always /k/– (kind).”

NOTE: This strategy could be used with a variety of simple poems and books, i.e, I Ain’t Gonna Paint No More! By Karen Beaumont, The Cat in the Hat by Dr. Seuss. 

Rhyme Production     level 4-6