KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

Teacher Candidate: Tricia Lattanzio

Date: September 14, 2015

Cooperating Teacher: Mrs. Solinger

Coop. Initials

Group Size:

Grade Level Kindergarten

Small Allotted Time 20 mins

Subject or Topic: Rhyming Jack be Nimble

Section

STANDARD:
1.6.K.A: Listen and respond appropriately to others in small and large group situations.
CC.1.1.K.C: Demonstrate understanding of spoken words, syllables, and sounds
(phonemes). Recognize and produce rhyming words.
I. Performance Objectives (Learning Outcomes): Students will be able to identify
rhyming words in nursery rhymes.
II. Instructional Materials
Candlestick picture
Name cards
Pre-test
White boards
Dry Erase markers
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea)
A. Prerequisite Skills
Basic knowledge of rhyming words
B. Key Vocabulary
Rhyme: words with similar ending sounds
Nimble: fast and light in movement
Quick: fast; done in a short amount of time
C. Big Idea
Rhyming words are used everyday
IV. Implementation
A. Introduction
1. Teacher will ask students to come to the carpet
2. Teacher will have three sets of rhyming words to show the students

3. Teacher will show the students each set and with each rhyme, the
student will do a movement
4. Teacher will take a mental note of all the students doing the
movement the first time and continue do it for all three word sets
For example: Cat, Bat. Students will say cat and raise one fist
in the air, then will say bat and raise the other fist in the air.
Students will then say them together with the motions
5. Teacher will tell the students that rhymes are found in songs and
sayings called nursery rhymes
6. Teacher will administer the pre-test by reading it aloud to the
students
7. Each student will have a white board and a marker, the teacher will
read a set of rhyming words and the students will determine whether
or not the set rhymes by placing a check if they think it rhymes or an
X if they think it does not rhyme
8. Teacher will have a checklist with the students names and will
check the students who did not answer correctly.
B. Development
1. Teacher will put the students in groups of 4 or 5 and start stations. In
each station, the students will be doing an activity.
Station 1: Snack
Station 2: Carpet with Ms. L
Station 3: Students will be tracing their name on a laminated
card with a dry erase marker
Station 4: Students will be engaged in STEM activities using
large wooden blocks.
2. When students come to the rhyming station, teacher will tell them
they will be learning a nursery rhyme and decorating their own
candlestick
3. Teacher will explain to students that they will be playing a game
with a nursery rhyme
4. Teacher will tell students that with each rhyming word they hear,
they must do the hand movement
5. Teacher will say the nursery rhyme, Jack be Nimble
Jack be nimble, Jack be quick, Jack jumped over the candle
stick
6. Teacher will tell the students what the word nimble means
7. Teacher will repeat the nursery rhyme and encourage students to sing
along and chime in with rhyming movements
For example, quick and stick rhyme; students will punch one
fist in the air and go back and forth
8. Teacher will repeat the nursery rhyme and encourage more students
to sing along with rhyming movements
9. Teacher will bring out the name cards
10. Teacher will pick a name card and that student will be in the rhyme

For example: Adam be nimble, Adam be quick, Adam jump

over the candlestick. Adam will then jump over the candlestick.
11. Teacher will go through all of the name cards and encourage students
to participate
12. Students will be jumping over their own decorated candlestick when
their name is put in the nursery rhyme.
C. Closure
1. Before students move to a new station, teacher will give the students
a set of rhyming words and they will have to determine whether it
rhymes or doesnt rhyme by putting a thumbs up if it rhymes and a
thumbs down if it doesnt rhyme.
D. Accommodations/Differentiation
1. Specific
Students one can sit near the teacher on the rug for hearing
loss.
Student two and three will have an available paraprofessional
for extra assistance if needed
2. General
Teacher will give students more examples if theyre having
trouble coming up with rhyming words
Students will be given a reminder about their clip being moved
if directions are not being followed.
E. Assessment/Evaluation Plan
1. Formative
Teacher will administer rhyming pre-test
a. Teacher will ask students if each of the six sets of
words rhyme
Teacher will taking a mental note of students that can create
rhyming pairs
2. Summative
There is no summative assessment during this lesson
V. Reflective Response
A. Personal Reflection
1. How could I have improved my lesson?
During my lesson, I thought that it went well overall. One thing
that I couldve improved is put more emphasis on is the
rhyming words. Because students had such a limited time to
work on this and get to jump over their candlesticks, I did not
have a chance to really emphasize more on the rhyming. If I
had more time or if this lesson was whole group, I think I
would have worked more on the rhyming portion. In the

morning, students work on rhyming more than during actual

station time. I think that having this lesson in small group was
smart because all of the students got to jump over their
candlestick.
2. How engaged were the students?
The students were extremely engaged during this lesson. When
doing the pre-test, the students really liked using big-kid dry
erase markers and white boards. I also decided to keep this
lesson small group so all of the students had a chance to
participate. I decided to involve all of the students by putting
their name in the poem and letting tem jump over the
candlestick that they created. This made all of the students
excited and happy that their name could be used.
3. How clear was my delivery of content?
I think that my delivery of content was very clear. I made sure
that I repeated directions and when we flipped or punched
out a rhyming word, I would use gradual release (I do, we do,
you do) I would model for the students, allow them to join in
and then they would do it on their own. Also, when saying the
rhyming words during the nursery rhyme, I would almost give
the students the answer by putting emphasis on this words so
the students would understand that rhyming words sound the
same at the end.
VI. Resources
A. Theories
1. Gradual Release Scaffolded Instruction
Teacher-Centered I do
a. Teacher models and gives instruction
Whole class instruction We do
a. Interactive instruction and works with students
Independent Practice You do
a. Students work on their own to determine a level of
understanding
2. Behaviorism
A learner starts off with a clean slate and behavior is shaped by
positive and negative reinforcement
Reinforcement increases the possibility of an event
happening again
Punishment decreases the possibility of an event happening
again
Teachers break down the task into smaller steps

Rhyming Pre-test
I am going to say 2 words, and you need to tell me if they rhyme. If I would
say map/rap you would say, yes because map and rap rhyme. Now its your
turn.
1. cat/hat
4. can/man
2. pig/wig
5. let/pen
3. box/lip
6. sun/run
AM Kindergarten

PM Kindergarten

Samantha Baranowski
Grace Blundetto
Lauren Bush
Kayden Covel
Gavin Gray
Hazel Henry
Kellen Hinton
James Kelly
Cobie King

/6
/6
/6
/6
/6
/6
/6
/6
/6

Peyton Knecht
Bethany Knitter
Logan Mirailh
Van Newman
Logan Purcell
Caleb Roman
Madden Roselli
Connor Serfass
Payton Shilady
Richard Shinski

/6
/6
/6
/6
/6
/6
/6
/6
/6
/6

Lucian Baptist
Ezra Berros
Kaylee Chambres
Josslyn Cleminson
Fiona Everett
Joseph Griswold
Ethan Hagerman
Carlos Hernandez
Kaiden JohnishMaltese
Kaia Jones
Keegan Merklin
Ariana Philipps
Bianca Ruiz
Luke Smith
Jessica Tartamella
Samuel Thrall
Elijah Tomasch
Aiden Yorke

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Name: _______________________________________________________