Fill in the Missing Rhyme!
Foundations for Phonemic Awareness
Stage of Literacy Development:
Stage 0: Foundation for LiteracyStage 1: Beginning Literacy
Ages:
4-6
Grade Range:
PreK K 1stFood Groups:
Primary: Phonemic Awareness Secondary: Concepts of Print, Motivation for Literacy
Transcript
Teacher: This book is all about bugs, and its called In the Tall, Tall Grass. Guess what? I need your help with this book, because inside the book there are some drawings, and I need you to help me come up with some rhyming words to go with them. Teacher and Students: In the tall, tall grass, crunch, munch, caterpillars Student: Munch! Teacher: Munch! [Teachers Name] put a sticky note over the rhyming word because I want to see how many rhymes you can come up with for this. So lets read it again and see what we can come up with. Teacher: Crunch, munch, caterpillars Student: Munch! Teacher: Munch. Caterpillars Student: Crunch! Teacher: Crunch! Student: Punch! Teacher: Caterpillars punch! Teacher: Caterpillars Student: Lunch! Teacher: Lunch! Teacher: Should we lift the sticky and see what they do? Student: Yeah. Teacher: Okay. Caterpillars Teacher and Students: Lunch! Teacher: Very good! Lets see what other bugs we can find in the grass. Oh, look at this big bird. Teachers and Students: Crack, snap, wings Student: Flap! Teacher: Do wings flap up and down? Student: Yeah. Teacher: They do! Lets take a look and see. Wings flap!
Related References
Activity Objective
The goal of Fill in the Missing Rhyme!: Foundations for Phonemic Awareness is for students to generate rhyming words in response to a read aloud from a big book that includes rhyming patterns in the text. Suitable books use large primary print and have a rhyming pattern on each page. The target word on each page is covered with a post-it note and, based on the words that precede it, the students try to think of a rhyming word that might be hidden under the post-it. The teacher accepts a number of guesses that may include rhyming words and as well as rhyming non-words. If students suggest a non-rhyming word the teacher will remind the class that rhyming words have the same sound at the end and will reread the preceding text with an emphasis on the rhyming pattern and ask the students if they have other guesses. After the guessing slows down, the teacher reveals the hidden word and reads it to the students. Then the teacher rereads the page so that the children hear how the target word rhymes with one or more words that have the same pattern on the page.
Quick Tips
Additional Comments:
-Rather than using a big book the teacher can read from a normal format primary print book that is enlarged on an interactive whiteboard (such as a SMART Board) or projected on a screen using a data projector. -A useful online sources for suitable rhyming books is http://www.readingrockets.org/booklists/fun-rhyming-and-word-sounds.
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Drumming Out Syllables: Foundations for Phonemic Awareness
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How Many Beats in Your Name?: Foundations for Phonemic Awareness
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