Concepts About Print (CAP)

Hearing Rhymes

Description

Children match words that sound alike in the ending part (rime). You Need

 Picture cards (Printed on card stock and laminated)

 Rhyme Mat (Laminated)

 Phonological Awareness individual assessment recording sheet

 A quiet space to give this assessment Why Use it

This assessment will help you learn the degree to which children can hear and make connections between words that rhyme. Recognizing rhymes is foundational to recognizing word parts and beginning to analyze words. How to Use it

 Write the child’s name and check the appropriate month box to indicate when the assessment is given.

 Teacher says “We are going to play a rhyming game. In this game you are going to listen to words and make matches based on words that sound alike. Man and pan are two words that rhyme. Just like hop and top are words that rhyme. Here are the words you are going to use…” Pull out the rhyming mat and point to the picture as you say it. “Hat, bear, mouse, moon, cake…” Then pull out the rhyming cards in this order: “spoon, snake, cat, house, chair.” “Now I need you to put these cards where they match with the rhyming word. Ready, get set, go.”

 Record what the child says on the assessment form. Record any placement of the cards or any cards that the child chooses not to place. Notice what hand the child uses, and distractibility during the test.

 Scoring: For each correct rhyme response, check the box by the corresponding rhyme set. For any incorrect response, write it in comment box that corresponds with the rhyme. Tally the amount of correct responses. Record that in the total number correct box.

 Administering this assessment will not take much time and will give you important insight into the child’s processing. For example, a child who connects cake and cat is making a good sound analysis that does not meet the requirements of the task. You can intervene

Hearing Rhymes Assessment Directions Page 1

Adapted from Phonics Lessons: Letters, Words, and How They Work: Grade K. Fountas and Pinnell, 2003. Hearing Rhymes

with a few examples of rhymes to see whether he or she now grasps the idea or continues to be confused.

 Record each child’s response on his/ her individual record. Make sure to share these results with any other teacher that may work with that individual child when applicable. For example, share the results with the child’s Reading Specialist, EIS teacher, SSD staff and/or ESOL teacher.

 Use the information you collected from this assessment to guide your instruction for that individual student.

What to Notice

 Ability to identify and say the labels of objects represented in pictures.

 Ability to listen for and identify sound patterns (rhymes) in words.

 Ability to connect a sound pattern with another sound pattern that is similar.

 Speed with which the child identifies similar sound patterns (rhymes).

Hearing Rhymes Assessment Directions Page 2

Adapted from Phonics Lessons: Letters, Words, and How They Work: Grade K. Fountas and Pinnell, 2003.