Liberal Studies Teacher Preparation: LS 4001

Reading & Literacy Lesson Plan

I. CA Common Core State Standards for English Language Arts & Literacy

CCSS.ELA-LITERACY.RF.K.2: Demonstrate understanding of spoken words, syllables and

sounds (phonemes).

CCSS.ELA-LITERACY.RF.K.2.A: Recognize and produce rhyming words

CCSS.ELA-LITERACY.RF.K.2.E: Add or substitute individual sounds (phonemes) in

simple, one-syllable words to make new words.

II. Unit of Study

Students will learn about rhyming sounds and what a rhyme is. The
definition of a rhyme is when two words have the same sound at the end. They will
learn how to listen for words that have the same ending sound.

III. Student Learning Outcomes

SLO: Student will be able to create real word rhymes when given a word with a
specific ending. (If I say shake, they may say cake, bake, lake)
IV. Assessment
A. TTW informally assess whole groups beginning understanding during
lessons hook sharing
B, TTW informally assess whole group during read aloud participation and
answers
C. TTW informally assess small groups during rhyme game activity
D. TTW formally assess individual understanding when checking worksheets
to enhance or revise next days lesson

V. Materials & Resources

1. 4 dice (6 sides each)
2. Book- Mother Goose
3. Worksheet on matching rhyming words
4. YouTube video-Words Shine When They Rhyme
Link: https://www.youtube.com/watch?v=LaKjTKV-m6Q
Toddlerworldtv. ""Words Shine When They Rhyme" | Tropical Beach Song for Kids & the
Family." YouTube. YouTube, 10 Feb. 2015. Web. 12 May 2017.

VI. Implementation

The teachers will start by having a face to face rhyming conversation.

Miss D: Miss Patty, isnt it such a nice day out today?
Miss P: Yes indeed, why don't we go out to play?
Miss D: What a great idea, you always have those!
Miss P: I know, cmon lets take off our shoes and wiggle our toes!
The teachers will transition into asking a class question by turning to face the
students.
Miss D: Class, do you notice any type of repeating sounds?
Miss P: Hhmmm lets all turn and talk to a buddy and ask if you noticed any
repeating sounds in our conversation.
The teachers will walk around to assess conversations
Miss D: Would anyone like to share their ideas?
Gathering ideas and then transitioning into main lecture
Sequence of Activities
Whole Group:
TTW reference mentor texts that include rhymes
TTW pick one book, open to a page, read the page and explain rhymes
TTW say, Now we have a new rhyming book from our new writing friend Dana Smith!
and go over cover of the book and reinforce Concepts of Print
TTW reads aloud: Mother Goose Pajama Party
TTW emphasize rhyming while reading
TTW drop letter from the back of the book that helps transition into video
TTW play video: Words Shine When they Rhyme
TTW ask students how they feel and think about rhymes, and if they could come up
with their own
Small Group:
TTW have students close their eyes by saying, Close your eyes, we have a big
surprise! and place activity dice with formed group names on top
TTW verbally explain the game rules and demonstrate how to play
TSW then play the game
Individual:
TTW transition into doing worksheet about rhymes
TTW lay the worksheets on the desks during the game
TTW go over the worksheet and then the students will start
C. Closure
TTW say, Times up buttercups!
TTW go over next days lesson and introduce coming rhyming flip book activities

VII. Grouping Strategies

Describe your use of the following grouping strategies that engage & support
students in achieving the SLOs:
* Whole * Small * Independent

V. Differentiated Instruction
Visual Learners
Read aloud, video, and worksheet
Auditory Learners
Hook conversation, read aloud, and video
Kinesthetic Learners
Hook conversation, read aloud, video, activities
For students with hearing disabilities
TTW wear microphone on a lanyard that is connected to speakers around the room
For students with learning disabilities
TTW establish emphasis and repetition on key ideas
TTW go over material and ask questions one on one during worksheet assessment
TTW allow certain students to take 2 min. break on break chair (designated chair
near teachers desk with box of manipulatives) and check in with them before recess
if asked or if assigned