Rhyming Lesson Plan

Nada Darwish October 25, 2010 EDT 514 Lesson Plan 5

RHYMING LESSON PLAN

Background Information: I have a group of nine third grade newcomers that come to me from other classrooms when their teachers are doing literacy. They range in their arrival to the United States from Yemen six months to one week ago. Most of them cannot read or write fluently in their native language. Although each of them is on a different level, I try to group according to their needs. They read at a beginning first grade level according to the DRA testing and they are grouped accordingly for this lesson. As far as technology my classroom has a Promethean Board, Elmo Machine, Overhead projector, scanner/copier/printer, 4 students’ computers with Internet access, CD player, televisions, a teacher’s computer, and an audio enhancement system.

Lesson Description: I will teach the lesson in my classroom. First, I will place the four students on the computer to practice their short vowels on Starfall after they have been taught that skill. The computers are placed in the room in a manner that will allow me to see the screen from anywhere in the room. Finally, I will take the group that I am teaching the lesson Rhyme time to.

Lesson Warm-Up Ask students what rhyming words are (words that have the same ending sounds). Tell students to touch their nose when they hear words that rhyme. Words: (cat, hat) (see, be) (mix, cap) (do, at) (hip, dip) Assess students’ understanding of rhyming. Then I will project on the Promethean Board from the website Pbskids.org the rhyming poem video clip “Cats Sleep anywhere”. We will continue the discussion about rhyming and ask students to come up with one example each.

Introduction/Procedure Brown Bear, Brown Bear, What do you See? (by Bill Martin Jr.) is a rhyming picture book that has predictable parts so students can join in on the reading. I will do a read aloud with a rhyming picture book. I will start with a picture walk and have students predict the story’s main characters, setting and events. Have students read the title, author’s name and illustrator’s name.

I will then read the story and encourage students to say the predictable/repetitive phrases with me. I will pause at the end of a rhyming stanza to see if students can predict which rhyming word comes next.

I will tell the students that we will read the book once more. I will remind the students that this picture book has rhyming words in it. The students will be the rhyme detectives and must touch their nose when they hear two or more words that rhyme. When students touch their nose, I will stop reading and ask students to identify the words that rhyme. I will write each of these words on index cards and place them in the pocket chart. Nada Darwish October 25, 2010 EDT 514 Lesson Plan 5

When I finish reading the story, I would have plenty of rhyming word cards in the chart. I will then pull out all of the cards, mix them up and place them back in the chart. I will call up students to find the rhyming words and then have them stand up and holding their pair of cards. When all of the pairs have been found, I will have each student read their pair of rhyming words with the rest of the group.

At that time I will dismiss my group to replace the students on the computers to practice what we learned. They will go on Pbskids.org website and play the game “Door and More Store” and match rhyming words. After they are done with matching game they are instructed to go to Starfall.com and read the poem “My Shadow”. When they finish they will go back to their table and get the cards that we created together and practice with each other. They can choose one of these 2 ways to play the game. • Students can play in pairs or independently mixing up the cards and finding rhyming pairs. • Students can play the game like Memory, turning over and mixing up the cards. I will meet with them for a lesson closure and say one rhyming word and point to students in the group to tell me a word that rhymes with it.

Students take home a handout copied form a poetry book for teaching sight words home to read and underline the rhyming words. For assessment I will administer the MLPP “Reading by Analogy” first part they have to identify the 2 words that I pronounce if they rhyme or not and the second part I say a word and they have to come up with a rhyming words.

Learning Objectives:

Michigan English Language Proficiency Standards

R.2.1.e Read common word families and rhyming words R.2.1.f Use decoding skills to read known and unfamiliar words

National Educational Technology Standards

PK-2.TC.6 understand that technology is a tool to help him or her to complete a task, and a source of information, learning, and entertainment PK-2.TC.7 demonstrate the ability to navigate in virtual environments (e.g., electronic books, games, simulation software, web sites)

The group that I am working with is a newcomer group. They are in third grade but their reading level is at first grade. As result of this lesson the students will be able to: - After doing a read aloud of a rhyming picture book, students will learn how to identify, say and write rhyming words by engaging in rhyming exercises and matching rhyming cards during independent work. Nada Darwish October 25, 2010 EDT 514 Lesson Plan 5

- How to identify words that rhyme, or have the same ending sound. - identify that the computer is a tool to help them practice and learn - navigate the web site to read books and play the games

Technology Integration: Because of the unique situation of my group I cannot spend my whole time with the group for whom that I am designing this lesson plan. The technology is helping the students to practice what they had learned on a one-to-one basis and at their own pace. The use of the headphones will keep the noise level down and give them the freedom to start listening to the story first or play the game without interrupting each other. The use of technology freed my time to meet with in small groups or do one-on-one conferences. If it were not for technology I would have been forced to teach whole group and that would not be affective because the students are on different levels. Actually, in teaching a large group of newcomers, technology made it possible to instruct them at their own levels. I don’t think my classroom would run in the same way if I were not lucky enough to have the technology that I do.

Connection to Standards: As result of this lesson the students will be learning how to identify words that rhyme, or have the same ending sound. They will be exposed to a read aloud, video clip, poetry, chants and games on computer and traditional so they can have multiple exposure to the same skill(R.2.1.e) Reading rhyming words increase their chances to use that decoding skills to read known and unfamiliar words (R.2.1.f) The use of technology helps them practice and learn about the two-vowel rule. (PK- TC.6) As they practice they have to navigate their way around the website on the computer and on the Promethean Board to complete the lesson. (PK-TC.7)

Student Prior Knowledge: I will administer the MLPP (Michigan Literacy Phonics Progress) test. It is to assess the phonological awareness of the students as they use, identify, and discriminate rhyming patterns of sounds and manipulate onsets and rimes. I will do this when I finish the unit on short vowels, so this test will give me an idea if they benefited from the unit and if they are ready for the long vowel unit. since I have the linguistic knowledge of the students’ native language, it allows me to explain certain content to them using their native language and answer questions they may ask about how the grammatical rules of English differ from what they are used to.

Content Knowledge: As an elementary teacher teaching newcomers, I had training on phonics and I do feel comfortable teaching this lesson. In addition to the phonological awareness knowledge I am trained in strategies that are necessary to help me teach the students phoneme blending and segmentation. I am also fluent in the students’ native language and use it with them to further explain certain content and clarify questions they may have. Nada Darwish October 25, 2010 EDT 514 Lesson Plan 5

Pedagogical knowledge: I will be teaching students in small groups to help them advance on their level; I also will also differentiate instructions according to the students’ needs. I group my students keeping in mind their level of acquisition of the English Language, I cannot present this lesson to the whole class because I am still teaching the alphabets to some and blending to others. Giving the rest of the students specific tasks to complete, prevents lots of class management issues. Also having the knowledge of the linguistic structure of the students’ native language allows me to explain certain contents or skills to them using their native language and answer questions they may ask about how the grammatical rules of English differ from what they are used to.

Technology Knowledge: The technology I will be using with my students is an online recourse that they can access on the websites, www.starfall.com and http://pbskids.org/lions/need-flash.html. They are free public services to motivate children to read with phonics. I came across them as I was looking for free educational websites. Finding the appropriate websites to be used by the students as an extension to a lesson or to practice what they were taught is necessary to successfully teach this lesson. I also created a short cut for Starfall on the desktop for easy access as well as prepared the Promethean Board for them to be able to work on it.

TPCK Analysis: Students need to learn about phonics, they need to learn the skills to help them connect sounds in words they see but do not know. Great readers have many skills to help them decode unfamiliar words. The ability to identify rhyming words can help students read more easily and efficiently. English Language Learners (ELL’s) are not exposed to the spoken part of the language so they need more support and practice to internalize the concept. The lack of time on my part drove me to explore other options to make sure the students are practicing enough for the skill to become like second nature to them. I cannot rely on sending home materials to practice because most of the time their families do not speak English. “Through technology, Limited English Proficiency (LEP) students can learn in a rich linguistic environment and find opportunities to interact with the multicultural world, extend their language skills, and not be embarrassed for not knowing answers “(Padron & Waxman, 1996, p. 344; Lee, 2000). Using technology with ELL students will give them the opportunity to practice, explore, and learn. It has to be teacher directed, monitored, and guided.

Assessment Plan: Assessment in this case is very tricky. In the past I gave the children a list of words to read and I scored it according to their accuracy. But my colleague showed me an MLPP “Reading by Analogy” test. The first part “Rhyme Choice” the students have to identify the 2 words that I pronounce if they rhyme or they don’t. It assesses the phonological awareness through auditory recognition of phoneme changes to generate a similar “rhyming” word. The second part “Rhyme Supply” I say a word and they have to come up with a rhyming words, that assesses the child’s ability to generate a word that rhyme with and auditory prompt. Nada Darwish October 25, 2010 EDT 514 Lesson Plan 5

Source: http://www.instructorweb.com/lesson/rhymetime.asp#LESSON_PRINTABLES