Activity Description

Preparation:

1. Create or obtain an array of images displaying various objects
   1. Ensure that each image displays an object that rhymes with 1 other image only
   2. For example, an image of a shoe and an image of a canoe
   3. Ensure that there are at least 5 rhyming pairs
   4. Images can be laminated for re-use

Implementation:

1. Review and provide examples of rhyming words
   1. For example, tell students that rhyming words are words that sound the same from the vowel to the end of the word
2. Have students practice generate rhyming word pairs
   1. For example, present a word and have students generate a word that rhymes with it
3. Introduce and explain the matching activity
   1. Present the images of various objects
   2. Have students name each of the objects and provide some context for each
   3. Ensure that students clearly enunciate each word
   4. Explain that the students’ job will be to match the images of objects that rhyme
4. Model the activity
   1. Place all the images of objects on the floor so that they are visible to students
   2. Select an image and show it to students
   3. Have students identify what the object is
   4. Direct students’ attention to the other images of objects spread out on the floor
   5. Have them find an object that rhymes with the object selected
   6. Place the matching pair of images on top of each other and off to the side
   7. Select another image and repeat the modeling steps, encouraging student participation
5. Assemble students into pairs or small groups
6. Distribute a set of images to each small group
7. Invite students to engage in the matching activity
   1. Circulate and work with individual groups throughout the activity

Adaptations For

English Language Learners/ESL:

- Provide images of objects to students in advance to afford practice time
- Have students who speak the same first language work on this activity together
- Facilitate the connection between students' first languages and English terms

Cultural Appropriateness & Diversity:

- Ensure that the images of objects selected are relevant and meaningful to all students and provide necessary context for unfamiliar objects

Differentiated Instruction:

- Provide students who are proficient with the activity extra sets of rhyming pairs

Related References

Evidence:
Yopp, H. K. & Yopp, R. H. (2000). Supporting phonemic awareness development in the classroom. The Reading Teacher, 54, 130-143.