Explicit Instruction for Phonological Awareness Intervention

Skill: Rhyme Recognition

Instructional Day: Day 1 Materials: Picture Cards

Section Set Purpose

Instructional Routine
Today we are going to learn to recognize rhymes The reason we are learning this is listening for different sounds in words prepares us to work with words and get ready to be readers. At the end of this lesson you will be able to match pictures of rhyming words

Time
2 min.

State Objective Connect to and Review Previous Learning Teach New Concept/ Skill (I Do) Guide Practice (We Do) Assess Student Application (You Do) Independent Practice
Yesterday, you review any previous skill

1 min.

1 min.

Watch me and listen to me Rhyming words end with the same sound but begin with a different sounds. Listen cat.mat.. those words rhyme, listen again.cat.mat. (Articulate each word /c/ /at/, /m/ /at/) The beginning sound is different but both end with /at/

3 min.

Now, lets try this together. Lets Practice: Say mat. Say cat. Those words rhyme. Try another rhyme. Bat, hat. Practice articulating each word so students hear the /at/ sound in each word, Now, lets see you try this on your own. Show three picture cards (two rhymes, one not rhyming). Identify the names of each picture. Individually allow students to point to the two pictures that rhyme. Change cards as needed.

3 min.

3 min.

I want to give you a chance now to show that you can do this independently .As a group, show students the picture cards (below) and indentify the name of each picture. Each student will get a picture. Students will quietly find the rhyming partner there may be more than one. Groups will be assessed by identifying the rhyming words.

2 min.

We learned this because recognizing sounds in words will help us learn to read.

Return to Purpose

Tell your partner what you learned and practiced today.

2 min.

Explicit Instruction for Phonological Awareness Intervention

Skill: Rhyme Recognition

Instructional Day: Day 2 Materials: Picture Cards

Section Set Purpose

Instructional Routine
Today we are going to learn to recognize rhymes The reason we are learning this is listening for different sounds in words prepares us to work with words and get ready to be readers. At the end of this lesson you will be able to match pictures of rhyming words

Time
2 min.

State Objective Connect to and Review Previous Learning Teach New Concept/ Skill (I Do) Guide Practice (We Do) Assess Student Application (You Do) Independent Practice
Yesterday, you found matching pictures that rhymed. Show 3 picture cards (2 that rhyme and 1 not rhyming). Ask students to identify the rhyming pictures. Watch me and listen to me Rhyming words end with the same sound but begin with a different sounds. Listen block.clock.. those words rhyme, listen again.block.clock. (Articulate each word ) The beginning sound is different but both end with /ock/

1 min.

1 min.

3 min.

Now, lets try this together. Lets Practice: Say block. Say clock. Those words rhyme. Try another rhyme. Sock, Tock. Practice articulating each word so students hear the /ock/ sound in each word, Now, lets see you try this on your own. Show three picture cards (two rhymes, one not rhyming). Identify the names of each picture. Individually allow students to point to the two pictures that rhyme. Change cards as needed.

3 min.

3 min.

I want to give you a chance now to show that you can do this independently .As a group, show students the picture cards (below) and indentify the name of each picture. Each student will get a picture. Students will quietly find the rhyming partner there may be more than one. Groups will be assessed by identifying the rhyming words.

2 min.

We learned this because recognizing sounds in words will help us learn to read.

Return to Purpose

Tell your partner what you learned and practiced today.

2 min.

Explicit Instruction for Phonological Awareness Intervention

Skill: Rhyme Recognition

Instructional Day: Day 3 Materials: Picture Cards

Section Set Purpose

Instructional Routine
Today we are going to learn to recognize rhymes The reason we are learning this is listening for different sounds in words prepares us to work with words and get ready to be readers. At the end of this lesson you will be able to match pictures of rhyming words

Time
2 min.

State Objective Connect to and Review Previous Learning Teach New Concept/ Skill (I Do)
Yesterday, you matched rhyming pictures. Thumbs up if the following words rhyme: block, sock: mat, dog: frog, log: cat, sat: top, ten

1 min.

1 min.

Watch me and listen to me Rhyming words end with the same sound but begin with a different sounds. Listen top.pop.. those words rhyme, listen again.top.pop. (Articulate each word) The beginning sound is different but both end with /op/

3 min.

Now, lets try this together.

Guide Practice (We Do) Assess Student Application (You Do) Independent Practice

Lets Practice: Say top. Say pop. Those words rhyme. Try another rhyme. Knee, bee. Practice articulating each word so students hear the ending sound in each word. If I say two rhyming words, say rhyme! If the words do not rhyme, say No! Alternate rhyming and non-rhyming words as students reply as a group: frog, log: two, top: cat, fat: happy, pappy: blow, bee: blow, mow: book, cook: clock, car: car, tar Now, lets see you try this on your own. Today we will try a new game. I will toss you a ball and say two words. If the words rhyme, you will catch the ball and say Rhyme! If the do not rhyme, you will say No! Alternate rhyming and non-rhyming phrases as each student gets a turn. I want to give you a chance now to show that you can do this independently . Show student ten picture cards, ask them to find rhyming matches.

3 min.

3 min.

2 min.

We learned this because recognizing sounds in words will help us learn to read.

Return to Purpose

Tell your partner what you learned and practiced today.

2 min.

Explicit Instruction for Phonological Awareness Intervention

Skill: Rhyme Recognition

Instructional Day: Day 4 Materials: Picture Cards

Section Set Purpose

Instructional Routine
Today we are going to learn to recognize rhymes The reason we are learning this is listening for different sounds in words prepares us to work with words and get ready to be readers. At the end of this lesson you will be able to match pictures of rhyming words

Time
2 min.

State Objective Connect to and Review Previous Learning Teach New Concept/ Skill (I Do) Guide Practice (We Do) Assess Student Application (You Do) Independent Practice
Yesterday, you matched rhyming pictures. Thumbs up if the following words rhyme: Thumbs up if these words rhyme: moon, spoon: fork, fan: fan, pan: tree, bee

1 min.

1 min.

Watch me and listen to me Repeat previous days instruction if needed.

3 min.

Now, lets try this together. Lets Practice: Say top. Say pop. Those words rhyme. Try another rhyme. Knee, bee. Practice articulating each word so students hear the ending sound in each word. If I say two rhyming words, say rhyme! If the words do not rhyme, say No! Alternate rhyming and non-rhyming words as students reply as a group: cart, coat: coat, boat: mam, Sam: pig, wig: fox, cat Now, lets see you try this on your own. Lets trying rhyming and tossing again. I will toss you a ball and say two words. If the words rhyme, you will catch the ball and say Rhyme! If the do not rhyme, you will say No! Alternate rhyming and non-rhyming phrases as each student gets a turn. I want to give you a chance now to show that you can do this independently . Show student ten picture cards, ask them to find rhyming matches.

3 min.

3 min.

2 min.

We learned this because recognizing sounds in words will help us learn to read.

Return to Purpose

Tell your partner what you learned and practiced today.

2 min.