NYS Standard/Performance Indicators: RF.K.2a&e
Level: Elementary
Common Core Standard: ELA
CCR Anchor: Phonics and Word Recognition
Strand: Reading for Foundational Skills (RF)
Standard:2. Demonstrate understanding of spoken words, syllables, and sounds. (phonemes)
a. Recognize and produce rhyming words.
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
**Located on pg. 22 of the Common Core Standards.
1.0 With assistance from the teacher TSWBAT recognize words and sounds that rhyme from the text.
2.0 With assistance from the teacher TSWBAT recognize words that rhyme by matching the pictures of each rhyming word together.
3.0 With assistance from the teacher TSWBAT produce rhyming words by using pictures and completing a chart of words that have similar endings.
4.0 With assistance from the teacher TSWBAT substitute one letter into a one-syllable word creating a new word that rhymes with the original word at a level 3 based on the Rhyme Time! Rubric.
Standard RF.K.2a&e Pg. 22 |
Instructional Task |
Learning Objectives | Student Work | Assessment Tools |
|---|---|---|---|---|
Demonstrate understanding of spoken words, syllables, and sounds. (phonemes). |
With assistance from the teacher, use spoken words and sounds that are similar to each other. | With assistance from the teacher the students will be able to (TSWBAT) recognize words and sounds that rhyme from the text. | Verbally identifying words and sounds that rhyme from the text. | Observation from the teacher/anecdotal notes. The Zac the Rat text with underlining correctly. |
| a. Recognize and produce rhyming words. | With assistance from peers and teachers, recognize and identify rhyming words verbally. | With assistance from the teacher TSWBAT recognize words that rhyme by matching the pictures of each rhyming word together. | The Rhyme Time! Puzzle worksheet that requires students to cut and paste different pictures that rhyme, forcing students to recognize the rhyming words. (see appendix) | Anecdotal notes taken by the teacher noting whether students recognized the words that rhyme. Informally looking at students completed work. |
| With assistance from peers and teachers, produce rhyming words using pictures. | With assistance from the teacher TSWBAT produce rhyming words by using pictures and completing a chart of words that have similar endings. | The Rhyme game requiring the students to identify a suffix and place it under a category with other words that have similar endings producing a list of rhyming words. (see appendix) | Anecdotal notes are taken on whether the student accurately matched the word in the column of rhyming words. | |
| b. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. | With assistance from peers and teachers, substitute the beginning sound or letter of one-syllable word to make new words that rhyme together. | With assistance from the teacher TSWBAT substitute one letter into a one-syllable word creating a new word that rhymes with the original word at a level 3 based on the Rhyme Time! Rubric. | The Rhyme Time! Worksheet that students cut and paste pictures/words that rhyme next to each other. The students must then substitute one letter from the one-syllable word, making a new rhyming word that they write and draw. (see appendix) | A four point Rhyme Time! Rubric is used with the following dimensions: understanding of sounds (phonemes) in words, recognizing rhyming words, producing new rhyming words, and prompting from teacher. (see appendix) |