Phonetics and Rhymes

Natalie Rivera Kindergarten/Reading and Writing

Common Core Standards:

Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. b. Associate the long and short sounds with common spellings (graphemes) for the five ma or vowels. c. !ead common high-frequency words by sight (e.g." the" of" to, you, she, my, is, are, do, does). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. #earning to recogni$e and decode printed words" developing the skills that are the foundation for independent reading.

Lesson Summary: This lesson is designed to teach kindergarteners the phonetics of words. It follows a less that teachers the students the basics of using a computer. They will look at Elkonin Boxes in Power Point. The students will see pictures and the first syllable of each word. They will need to type the correct remaining syllables to complete the word. Once they finish this, they will choose words from a list that rhyme with the words they completed. fter they ha!e completed their list, you will help the students choose a word to turn into a picture. They will then draw the image with the word at the top. "ang this in the classroom after the lesson is o!er. Estimated Duration: This lesson should be broken up into #$ minute sessions o!er % days. & days on the computers and ' day creating pictures to match some of the words. llow for ( minutes at the beginning to allow all students to log into the computers and open Power Point or to get their materials for their pictures together. llow for ( minutes at the end for students to sa!e their work and log off the computers or clean up. )se this time to help any students who are struggling to sa!e their work.

Commentary: This lesson will teach students how to recogni*e new words because of existing words they already know. It should make it easier for the students to read stories on their own with minimal help from adults. +ost students lo!e to be able to do things independently so they should like learning how to get there. "opefully the students will be excited about getting to spend a lesson drawing and coloring a picture as well.

Instructional Procedures: ,ay '- "a!e all of the children be seated at computers or pass out tablets to each student. I will ha!e the students mimic my screen pro.ected onto the wall. I will show them the exact steps to get to Power Point and open up the file that should be sa!ed to their accounts. Once they ha!e the file opened, I/ll do a couple examples with the students to make sure they understand what they should be doing. Once we/!e practiced I/ll instruct the students to complete as many of the Elkonin Boxes as they can. Once about &(0%( minutes ha!e passed I/ll ha!e the students stop and sa!e their work. ,ay &- Once all of the students ha!e been seated and logged in, I will explain to them the next step of our lesson. I will demonstrate to them that they need to match words that rhyme with words similar to the ones they completed the day before. The students will spend about &(0%( minutes matching words. Once that time is up they will sa!e their work. ,ay %- On the last day of the lesson the students will get to create pictures. The students will get out their crayons or colored pencils while I pass out drawing paper. I will pull up se!eral of the words from the acti!ity on the 1mart Board and allow the students to choose their fa!orite word. They will then get to spend %$0%( minutes drawing an image of their word that includes the word on top. t %( minutes the students will pack up their items and return them to their proper places while I collect the drawings.

Pre-Assessment: The main way I plan to pre0assess how well my students may do on this less is by asking them to work along with me during the examples. I will only demonstrate ' example and then ask the class to help me out with the remaining ones. Scoring Guidelines: I plan to see how many students try to offer answers during the examples. If there are not that many students raising their hands, I will call on random students to see if they can gi!e me the answers. If I do not recei!e many correct answers I will extend the examples by a few minutes to make sure the students are aware of what we are doing and how to correctly do it. If I recei!e a lot of interaction and correct answers I will shorten the amount of examples. I will check in on students progress throughout the assignment and offer help as needed.

Post-Assessment: I plan to gi!e a short 2ui* the day after the lesson has ended to assess how well the students ha!e learned syllables and rhymes. I will also look at their answers on Power Point to see how many words the students finished and how many were correct. Scoring Guidelines: I plan to gi!e a percentage grade on the 2ui*. I would like to take the a!erage score on the Power Points

and score based on that. If the a!erage amount of problems completed was '$ then anything higher would be an , around '$ would be a B, and below 3 would be a 4.

Differentiated Instructional Support If some students find the pro.ect too easy and are 2uickly finishing, they can be assigned to help out other students. "arder problems could also be created for them to work on while the rest of the class is finishing. These problems could ha!e no letters filled in at all or no blocks so the student must figure out how the syllables go on their own. If there are students who are struggling they can recei!e help from me or from their peers. If the problems are too hard there can be a set of problems set for the students that are a little bit easier. They might ha!e an extra letter filled in.

Extension 1tudents could go to this website to practice writing out sentences with 5hymes as well as other acti!ities http-66bogglesworldesl.com6kids7worksheets6rhymes.htm

Homework Options and Home onnections If your students are too young to do 8homework9, use this space to explain how you:d encourage parent in!ol!ement at home in learning the skills addressed in your lesson. Potential homework could be students accessing ;ord 5hyme with their parents and playing the game. Once they finish the game, their parents should print out the score and ha!e their child bring it into school the next day. ;ord 5hyme doesn/t let them mo!e along until they/!e picked the correct word that rhymes. It has a timer and a score to show how well the kid is doing. http-66www.turtlediary.com6kindergarten0games6ela0games6word0rhyme.html

Interdisciplinar! onnections The phonics in this pro.ect will help the students excel is reading and speech. <earning how to pronounce the words properly will be able to help them read new words inside their head as well as outloud. +atching the rhymes would help the students with reading and writing. It is useful if they students e!er wished to work on poetry.

"aterials and #esources:

For teachers

1martboard, Pro.ector, Power Point, and 4omputer for the demonstration for the students. Paper for 2ui**es and the drawing pro.ect.

For students

Tablet64omputer and Power Point for the students to work on the problems. 4rayons or colored pencils to create the drawings for their words.

$e! %oca&ular! 5hyme 1yllable Phonetic

Additional 'otes This pro.ect is similar to one that I helped my niece with, but they didn/t do anything besides rhyme words and create a drawing. I wanted to add learning the syllables to help students be able to read more complicated words by practicing how to sound out words as well as work with rhymes.