May 25, 2017
|
by Jasmine Gibson

Lesson plan

Rhyme or Rime?

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Students will be able identify and use onset and rime to decode new words.

(5 minutes)
  • Gather the class for the start of the lesson.
  • Ask, “Who can remind me what a syllable is?”
  • Listen to a few student responses and say, “Right! A word can be broken into syllables or chunks, for example the word 'writing' sounds like 'write' and 'ing' (clap for each syllable)."
  • Ask, “Can anyone think of a word that rhymes with sock?”
  • Listen to a few student responses.
  • Say, “Today we will learn a new way to break down the syllables in a word.”
(5 minutes)
  • Explain that we can break the syllables in a word into something called the onset (all the letters before the vowel) and the rime (the vowel and all of the letters after it).
  • Demonstrate this by writing the word 'meet' on the board and showing how the letter /m/ is the onset and the letters /eet/ are the rime.
  • Tell the class that if they can identify the onset and rime in a word, it can help them create more words using a different onset and the same rime, like we do for word families!
  • Tell your students that rime/rhyme mean slightly different things but can go together, for example if you know the onset and rime in a word you can then create new rhymes by changing the onset, for example hat/cat/sat.
(10 minutes)
  • Play a round of Rhyme It with your students by writing the word 'call' on the board, circling the onset of the word and asking students to create a rhyme by changing the onset. Allow for either the whole class or several students to share their rhyme. Write each new word under the original word.
  • Point to the word 'call' again and ask students to create a new word by using the same rime (-all). Remind students that this is the same as when they use word families.
  • Invite students to write their new words under the original word on the board.
(15 minutes)
  • Explain that students will now play a game of Rhyme It with a partner. They should start with the word 'sand' and may choose another word for the second round.
  • Support individual students as needed.
  • Support: Provide struggling students with further practice by choosing additional words for them to start with while playing Rhyme It.

  • Enrichment: Have advanced students use the words from the worksheet to create a silly story or poem.
(5 minutes)
  • Collect students' work from the Rhyme It game and assess whether students were able to differentiate between rhyme and rime.
  • Pass out a blank index card to each student and have them write two words on each side that contain the same rime or the same onset.
(5 minutes)
  • Review the concept of onset, rime, and rhyme with your students by going over the word 'ball' and having students change the onset of rime to create new words.
  • Answer student questions as needed.
  • Collect the index cards from the assessment as exit tickets.

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