Time to Rhyme!
The students will be able to discriminate and identify sounds in words. Students will also recognize matching sounds and rhymes in familiar words in songs and stories.
- Hold up the paints and paintbrushes. Ask the class, Who would use these items? After hearing their answers, show them the "Artist" concept word strip. Explain that an artist is someone who makes drawings and sculptures using different materials.
- Show students the "Faint" concept word strip. Explain that when someone faints, they pass out and fall to the floor.
- Show them the "Harm" concept word strip. Explain that when someone is harmed, they get hurt.
- Tell them that all of the concept words you just showed them are in the story you're about to read. Some of them are used as rhyming words, or words that have the same ending sound. Examples of rhyming word pairs are log/frog and bed/head.
- Distribute copies of the Rhyming Word Pairs worksheet. Together as a class, find the rhyming pairs.
- Use the identified pairs to sing the following song to the tune of London Bridge:
Dog and frog are rhyming words Rhyming words, rhyming words Dog and frog are rhyming words Say them with me! (Dog, frog!) Toes and nose... Yarn and barn... Bug and rug... Sock and clock...
Explicit Instruction/Teacher Modeling(20 minutes)
- Watch the "I Ain't Gonna Paint No More" sing-along by LittleStoryBug.
- After watching the video, read and sing the song I Ain’t Gonna Paint No More together as a class.
- Pause before turning each page to let students call out the next rhyming word. Start pausing after "So I take some red and I paint my..."; students should respond with "head."
- As you read, write down the body part names you see on a whiteboard, or using a projector or interactive whiteboard. Also, point out the concept words as you encounter them in the text.
- Once you've finished reading, review the body part names with the class.
- Ask students to tell you rhyming words for each body part.
Guided Practice/Interactive Modeling(10 minutes)
- Sing the following song to the tune of "If You're Happy and You Know It":
If you change the /k/ in Kimmy to a /b/ If you change the /k/ in Kimmy to a /b/ If you change the /k/ to /b/ Then Kimmy turns into Bimmy If you change the /k/ in Kimmy to a /b/
- Hold up the "K" flash card when singing /k/ and the "B" flash card when singing /b/.
- Repeat the chorus with different students' names. Give them time to think of rhyming words for each name, and hold up the corresponding flash cards for the first letters of their rhyming words.
Independent Working Time(30 minutes)
- Distribute paint, a paintbrush, and a smock to each student.
- Have students put on the smocks and paint the body parts on the I Ain’t Gonna Paint No More booklet pages.
- Prepare a space in the room for dried paintings.
- As each student works through her booklet, collect her painted pages, write her initials on them, and set them on the prepared drying area.
- Encourage students to sing the song from the sing-along as they paint. Remind them that they should be painting the paper body parts and not their own.
- Enrichment: Students who complete their assignments early can be given [Rhyme Connection] worksheets to work on.
- Support: Encourage struggling students to make up rhyming words, even if they're not real words. Help them understand the concept of rhyming by emphasizing the importance of sound.
- Over the course of the lesson, observe the different rhyming words that students come up with. Use your class list to record which students may be struggling with the lesson content.
Review and Closing(15 minutes)
- Together as a class, review the list of rhyming words on the board.
- Ask students how their parents might feel if they painted their bodies and parts of their homes. Tell them that it's better (and a lot less messy) to paint on paper.
- End the lesson. After their pages dry, staple each student's booklet pages together.