ACT Instructional Planning Grid Martha Montes-Contreras

w/ Madeline Hunter-Final Draft Kinder Dual Language

Activity 7
1.TEKS K.2D 2.Big Understanding
TLW be able to distinguish rhyming words orally. Being able to identify rhyming words is important
because besides them being fun they also help us
Objective: The student will distinguish a pair of words become better readers.
that rhyme orally after discussing them in whole group
and in centers (pairs) during the week; will be a
continuous objective.
3.Assessment Evidence
Student will be presented with 3-4 pairs of rhyming words (picture and word flash card). They will be read out loud
and student will then pair up the rhyming words.

4.Opening Hook
I will list 5 words on the board and ask the class what they have in common (4 rhyme, 1 doesn’t), if they could find
one word that doesn’t belong. Once they respond (correct, incorrect) I will tell them we will be looking at rhyming
words and teach them the chant we will follow before our daily review.
We will start with a short chant (echo). “Es tiempo de rimar, es tiempo de rimar. El final de las palabras suena igual.”
“Están listos?” [mapa—tapa pata—rata pez—vez]
5.Instructional Strategies/Activities
Input: To begin with, students will be presented with flashcard (image/word). Students will need to be able to
identify images and determine if they rhyme.
Modeling: I will identify two words that rhyme and enunciate the endings so they can hear what makes the two
words rhyme.
Guided Practice/monitoring: We will practice in whole group then move on to partners. As I walk around the class, I
will be listening to their rhyme pairs to know if they are grasping it.
Check for Understanding: If I see some are still lacking understanding, I will move back to whole group (If low
students are still having difficulties, I will add this to their group work at teacher table.

Best Assessment from page 24

“I spy with my little eye something rhyming with…”
Student will look at sheet with multiple images and pick the rhyming word that corresponds with the one you
provided.
6.Materials/Resources
Flash cards will be used. YouTube video (juego de palabras para niños- conciencia fonológica; Eugenia Romero).
When we practice in whole group, I will read off of Aprendamos a Leer. When they practice in centers/pairs, they will
use cards with pictures and words.
Smart Board: have a slide show with images and have students pick the rhyming words by touching them with the
smart pen
*Rhyme words are to be kept in students’ desks who need additional practice.
7.Grouping Patterns`
Whole group (practice with the whole class) to start
Centers (in pairs) with flash cards after lesson
*Students can hold the cards as they pair the rhyming words
*Student buddies assist with reviewing
Small Group with teacher to keep reinforcing it
*Reduce the amount of total rhymes she must match up
*More time to complete task
*Start with one syllable rhymes
ACT Instructional Planning Grid Martha Montes-Contreras
w/ Madeline Hunter-Final Draft Kinder Dual Language
Activity 7
8.Ending, Summary/Reflection
I will ask each student to provide me with a pair of rhyming words. I will ask if they remember why it’s important to
learn to identify rhyming words.
When reading, if we get stuck with a word, see if we can think of a word we know with the same ending (this will help
you figure out the word. Ex: reading saIa-- I know the word pala

*Students can verbally tell me and /or show me the rhyme word flash cards

Modifications/Accommodations

Element of technology incorporated