Rhyming Fun: Hop on Pop
Students will be able to recognize and produce simple rhymes.
Introduction (5 minutes)
- Use a song or rhyme to gather children at your group area.
- Tell students that today we're going to make rhymes with word pairs.
- Let students know that today they will be practicing rhymes with a book.
Explicit Instruction/Teacher Modeling (10 minutes)
- Ask your students if they can name a rhyming pair. Remind students that rhyming words have the same ending sound. Provide examples if necessary.
- Tell your students you will be reading a book with many rhyming words in it. Ask them to listen carefully and identify as many rhyming pairs as they can.
- Show students the cover of Hop on Pop. Tell students that Dr. Seuss is an author who is famous for his books that are chock full of rhyming words.
- Read Hop on Pop.
Guided Practice/Interactive Modeling (5 minutes)
- Tell students that they will be completing a rhyming pair and that they can hop or pop when they come up with a correct rhyming word.
- Have students provide examples of rhyming pairs that they remember from the book.
- When a student comes up with a rhyming word, pop a bubble wrap bubble.
- Tell students that now it's their turn.
Independent Working Time (5 minutes)
- This is where you can guide the students through either jumping on bubble wrap on the floor or using their fingers to pop individual bubbles after providing a rhyming word to complete a rhyming pair.
- Enrichment: Some beginning readers may recognize simple word family CVC words such as "cat". These students can read a word on a card and orally provide a rhyming word.
- Support: Some students may benefit from just "playing" with language, such as saying "hop and pop" while jumping on the bubble wrap.
Related Books and/or Media
- GAME: Short I Rhyme Hopper
Assessment (5 minutes)
- Have your students orally complete rhyme pairs or have them complete the Rhyme Connection #2 worksheet.
Review and Closing (5 minutes)
- Ask your students to recall rhyming pairs from Hop on Pop. Write the pairs on the board as students say them.