Rhyming, moving, coloring and silliness...How can your class resist? Your students will love reading and moving with a poem, writing the letter S, and designing their own socks!
Students will be able to write the letter S, identify rhyming words, and describe what makes a poem a poem.
Introduction (5 minutes)
- Gather the students into a group.
- Tell the students that you are thinking of some mystery words. Invite them to guess the words with the following prompts: something that shines in the sky: sun, something that slithers on the ground: snake, something you do in a chair: sit, another name for the ocean: sea, something we put on our feet: socks or shoes.
- Ask the students to name the letter that all the words began with.
- Tell the students that they will be focusing on the letter S and rhyming words with a silly poem. Invite the children to guess which S-word the poem may be about.
Explicit Instruction/Teacher Modeling (10 minutes)
- Display the Silly Socks poem in a large format.
- Read the poem while tracking the words with a pointer.
- Ask the children to think of how a poem is different from a story. Explain that a poem is shorter than a story and often includes rhyming words.
- Invite the students to identify the rhyming words. Ask different students to come up and help you highlight the rhyming words in the poem.
- Explain that the poem would be more fun if it included movement. Invite the students to volunteer movement ideas to go with the action words.
- Recite the poem again while incorporating the movement ideas.
- Remind the students that they are also looking for words that begin with the letter S. Invite different students to come up and highlight the S-words in the poem.
Guided Practice/Interactive Modeling (10 minutes)
- Explain that you will be calling out a series of words from the poem.
- Ask your students to respond by showing the designated movement for the rhyming action word. For example, when you say “fun” the children should respond by showing the movement for “run.” Proceed by calling out the following words from the poem: prime (climb), great (skate), slick (kick), fun (run), sweet (eat). Continue this activity by repeating the words in random order.
- Now tell the students that they will read the poem one more time. This time they will give a thumbs up signal whenever they reach a word that begins with the letter S.
Independent Working Time (10 minutes)
- Have students highlight the rhyming words and any words that begin with the letter S in the poem with yellow markers.
- They will also trace the S outlines and write the letter S on the lines provided in any color they choose. They should also fill in the sock outlines with their own silly designs.
- Enrichment: Advanced students may compose and illustrate a list of words that begin with the letter S.
- Support: Offer clues and encouragement during guided and independent practice to struggling students. Pull struggling students for additional practice when possible.
- An interactive whiteboard would be useful for displaying the poem during instruction. Most children enjoy highlighting words with the various colors offered in this format.
Assessment (5 minutes)
- For the guided practice section, continue the activity until most of the students respond readily to the prompts, take note of those who hesitate and offer verbal clues and encouragement.
- For independent practice, observe the students as they work. Look for students who follow directions and complete the assignment without difficulty. Those who have trouble will need further instruction in a small group format.
Review and Closing (5 minutes)
- Invite your students to compare their sock designs.
- Have your students describe how a poem is different from a story.
- Ask your students to think of a word that begins with the letter S.
- Quickly call on each student to say the word they thought of.
- Invite the students to read the poem without your help.
- Compliment them on their amazing performance!