Kelsey Criswell

Onset and Rime Lesson Plan

University of Richmond

Onset and Rime Lesson Plan Outline

Introduction
• Lesson Topic: Onset and Rime
• Length of Lesson: (estimated) 45 minutes
• VA Standards of Learning: English SOL K.4b The student will b) Identify
words orally according to shared beginning or ending sounds.

Cognitive Objectives
The student will:
• Identify words orally according to shared ending sounds
• Create sets of words as a group and individually based on their common
endings

Materials/Technology and Advanced Preparation

• Hop on Pop by Dr. Seuss
• Dry Erase Board
• Dry Erase Markers
• “Fishing Pole” (Yard Stick with yarn taped to the end as the “fishing line”.
At the opposite end of the yarn attach a magnet.)
• Index Cards with magnet on the back with words written on it from the
book
• Word sets for students in Ziploc bags
• T-Chart for each student
• Glue
• Pencils

Teaching and Learning Sequence

Introduction/Anticipatory Set
• Present the book, Hop on Pop by Dr. Seuss to the class. Read the
book for pleasure to the students.
• Tell the students that many words can have the same ending and a
different beginning. The same ending makes the words sound alike,
but the beginning makes them different. Tell the students to listen for
words that sound alike but have different beginning sounds. Re-read
pages 3-5 in Hop on Pop. Tell the students that we just heard words
that sound alike, but have different beginning sounds. Turn to page 4
in the book Hop on Pop to give the students the example of “Cup” and
“Pup”. Point to the word “cup” on the page and ask the students to tell
you what cup starts with and what sound that makes. Then point to the
word “pup” on the page and ask the students to tell you what pup starts
 with and what sound that makes. Tell the students that these two
beginning sounds are different. Now tell the students that both words
end in the sound “up.” Point to the “up” in cup on the page and then the
“up” in pup on the page. Say cup separating the beginning sound of /c/
and the rime “up”. Say pup separating the beginning sound of /p/ and
the rime “up.”
Lesson Development
• Tell the students that we are going to practice finding words that have
different beginning sounds, but endings that are alike like “cup and
pup.” Direct the students attention to the whiteboard. On the board,
draw a T-Chart with one column labeled “-at” and the other “-all.” Put
the index cards with “-at” and “-all” ending words from the story face
down on the carpet. Tell the students that we are going to “go fishing”
for words and place them under the column that has the same ending
of the word we “catch.”
• Model for the students by taking the yard stick fishing pole and waving
it over the pile of index cards. Pick up the card and show it to the
students. Pronunciate the beginning sound and exaggerate the ending
sound for the students to hear. Tell the students which column of the
chart you are going to place the word under and why, ex “Miss Criswell
got the word cat. Cat starts with the sound “c” and ends with the sound
“at.” So, I am going to put the word cat under the “–at” column because
it ends with the sound at.”
• Call on students from the class to “go fishing” for words. When a
student gets a word. Tell them to identify the letter that the word starts
with and the sound that the letter makes. Then tell the student to
identify the ending sound by asking them “does that word end with “at”
(pointing to the –at column) or does that word end with “all” (pointing to
the –all column). Continue this step until all of the words have been
“caught” and placed in the correct column.
Closure
• Instruct the students back to their tables. Give each student a Ziploc
bag with the words from the story in them and a T-Chart with one
column labeled “-ay” and the other “-op.” Tell the students to pick out
each word in their Ziploc bag and glue it under the column that is
labeled with the same ending sound that the word has, just like the
activity we did as a class. Students proficient in finding words with the
same “rime” or ending will complete the activity on their own. Students
needing assistance will work in small groups with the teacher.
• Ask students to raise their hand and give you one of the words that
they placed under the “-ay” column. Repeat until all three words that
belong under the column have been given. Ask students to raise their
hand and give you one of the words that they placed under the “-op
column. Repeat until all three words that belong under the column
have been given.
Homework
• Send directions home to parents telling them that today in class we
focused on the ending sounds of words. Please assist your child in
finding two pictures or objects that share the same ending sound to
bring into share with the class tomorrow. Word families that we
discussed were words that ended in “-at”, “-all”, “-op”, and “-ay”.

Assessment
Formative – Teacher will observe the students during the completion of
the class chart. Teacher will observe students during the independent
activity.

Summative – Ask each student to come up and place a word under the
right category on the classroom chart. The teacher will also collect the
graphic organizer that the students completed independently.

References
Seuss. Hop on Pop,. New York: Beginner, 1963. Print.

Appending Materials
• Hop on Pop by Dr. Seuss
• Index Cards with “-at” and “-all” words
• Key for Class Chart with “-at” and “-all”” words
• Ziploc Bap with words from “–ay” and “–op” story
• T- Chart for students
• Key for “–ay” and “–op” T-chart
 Instructional Content and Strategy Organizer

Instructional Content

• VA Standards of Learning: English SOL K.4b The student will b) Identify

words orally according to shared beginning or ending sounds.

Vocabulary:
Onset
Rime

Instructional Major Instructional Instructional Modifications

Modification to Strategies to CHALLENGE Students
ASSIST Students

• Students that • Reading aloud, • Students complete

have trouble dragging finger their individual chart
paying attention, under each word on their own
hearing or as it is read • Students can come up
seeing can sit • Modeling for with their own words
close to teacher students how to that have the same
during organize words ending sound to add
instruction based on their to their individual chart
• Students having ending sound
trouble with • Completing a
ending sounds chart as a class
can complete before students
their complete a chart
independent using the same
chart with skill individually
teacher • Repeating same
assistance line of book
multiple times