December 15, 2018
|
by Jasmine Gibson

EL Support Lesson

Rhyming Poems

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This lesson can be used as a pre-lesson for the Silly Socks: Poetry Featuring the Letter S! lesson plan.
Grade Subject View aligned standards
This lesson can be used as a pre-lesson for the Silly Socks: Poetry Featuring the Letter S! lesson plan.
Academic

Students will be able to identify rhyming words in a poem.

Language

Students will be able to produce and recognize rhyming words with visual and partner support.

(2 minutes)
  • Gather the class together and tell them that you are thinking of some words that have something in common, or are alike in some ways.
  • Display the vocabulary cards for the words: mouse, house, rat, hat, box, fox.
  • Say each word aloud and ask students to repeat the word after you.
  • Explain that today students will get to practice listening for words that have the same or similar ending sound: rhyming words.
(5 minutes)

Prior to the lesson pre-write the Five Busy Honey Bees poem on chart paper in large letters.

  • Explain that you will be reading a poem to the class. Define a poem as something that tells a story, yet is usually shorter than a story and often includes rhyming words.
  • Display the Five Busy Honey Bees poem and read it aloud. Emphasize the rhyming words at the end of each line.
  • Read the poem again, this time having the students echo-read each line after you.
  • Model underlining the rhyming words in the poem.
(3 minutes)
  • Read the poem again and have students give a thumbs up when they hear a rhyming word pair.
  • Create a class illustrated word bank of rhyming word pairs (start with the words from the poem), using quick sketches or pre-picked images.
  • Have students turn and talk to a partner to come up with additional rhyming words to add to the word bank.
(10 minutes)
  • Play a quick rhyming game with the class. Hold up one of the vocabulary cards (e.g., hat) and have students share out a word that rhymes as quickly as they can.
  • Have students turn and talk to a partner to share a sentence using two words that rhyme (from the game or word bank).
  • Pass out student copies of the poems and have students underline the rhyming word pairs. If time allows, invite students to draw a picture of their favorite part of the poem.

Beginning

  • Gather a smaller group of students and practice coming up with additional rhyming word pairs using visual aides.
  • Support students to come up with sentences using the rhyming words by providing them with sentence frames, " __ __ __ __ rhymes with __ __ __ __."

Advanced

  • Have students practice reading, listening to, and identifying rhyming words in the "At The Zoo" poem worksheet.
  • Ask students to share the rhyming words with a partner. Encourage student pairs to come up with additional rhyming words.
(5 minutes)
  • As students are sharing rhyming words and/or working with their partners, listen to check if they are able to produce, identify, and use rhyming word pairs.
  • Check for any areas of confusion (unable to identify rhyming words, appear confused when producing a rhyming word pairs) and address in a smaller group.
(5 minutes)
  • Read the poem again and ask students to think about their favorite part of the poem.
  • Have students turn and talk to share their favorite part with a partner, "My favorite part of the poem was __ __ __ __," then if time allows read an additional poem (e.g., "At The Zoo") and identify rhyming word pairs.

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