| Grade: Kindergarten |
Subject: Early Literacy |
|
1. Topic-
|
|
|
2. Content-
|
|
|
3. Goals: Aims/Outcomes-
|
Students will work on:
Syllables
Rhyming Words
|
| |
|
|
4. Objectives-
|
1.Students will identify and generate rhyming words in oral language.
2. Students will hear and identify sounds in words.
3.Students will demonstrate their knowledge of rhyming words and syllables. |
| |
|
5. Materials and Aids-
|
1.Poem: "Popcorn" by Helen H. Moore
2.Syllable Slide Charts
3. Buttons for slide charts
4.Popcorn
5.Crayons or markers
6.Pencils |
| |
|
6. Procedures/Methods-
|
|
A. Introduction-
1. Ask the students "Do you like to eat popcorn?" and "When is the
best time to use popcorn?" and "What do you like best about popcorn,
the smell, the taste, the sound it makes when popping?"
2.Each student will receive their own copy of the poem "Popcorn."
Before reading the poem to the students, ask them to listen for the
sounds of the words in the poem.
3.Read the poem to the students twice: once emphasizing the word "pop"
and once emphasizing the rhyming words.
4.Read the poem a third time, but encourage the students to read along
with.
|
| |
|
|
B. Development-
1.First, ask the students "What did you hear in the poem? What did
you notice about the sounds of the words?" looking for them to talk
about the repetitive use of the word "pop" and the use of rhyming
words.
2.Next, discuss syllables with the students. Ask the students "Can
anyone tell me what a syllable is?" (ie: the number of beats in a
word) If no one knows what a syllable is, clap out the syllables in
the word popcorn, and tell the students there are two syllables. Then
ask them if they can guess what a syllable is now.
3.With the students, clap out the syllables of some of the words in
the poem (ex: pop-ping, pop-corn, but-ter, hot...)
|
| |
|
|
C. Practice-
1.After discussing rhyming words, look at the poem again with students
and have them pick out the rhyming words (ex: pot and hot, top and
stop and pop).
2. Next segment the rhyming words (ex: p-op, t-op, st-op) and ask
the children "What is the rhyme ending?" (op)
|
| |
|
|
D. Independent Practice-
| 1.Next, focussing on syllables, have the children pull out their
syllable slide charts and buttons. Read the poem to them, and stop
on some of the words in the poem and ask them to show how many syllables
are in that word by moving the buttons on the slide chart. This can
be extended by asking them about words that are not in the poem. Be
sure to start with words that have fewer syllables and gradually build
syllable count. |
| |
|
|
E. Accommodations (Differentiated Instruction)-
|
|
F. Checking for understanding-
1.At their individual work spaces, the students will take their
poem, and using markers will show all the rhyming words. They will
use different colored markers for different endings. The teacher may
want to demonstrate this, using a different poem as an example. After
they have colored all the rhyming words, they will write one more
word for each ending, using the same colors of marker. (Example, if
they colored 'hot' and 'pot' with a green marker, they will use the
green marker to write another rhyming word like 'dot' or 'not'.)
2. Next, they will use a pencil to underline all the one syllable
words, and circle all the two syllable words.
3> The teacher will look at this to check for understanding. |
| |
|
|
G. Closure-
1.Read the poem one last time to students and have them clap the
syllables in the poem. Everytime they hear a rhyming word that was
discussed, they will need to stomp their feet.
2.Children will finish the lesson by having a popcorn treat, and coloring
their poems.
|
| |
|