How Can Fox and Socks Rhyme?
Lesson 3 of 14
Objective: SWBAT recognize words that rhyme even if the ending letters are not the same. Student Objective: I can put rhyming pairs together by the way they sound.
Prior to the school day that this lesson is taught, send a note home to have students wear their craziest socks to school. The children love that I let them come to our rug time in their Stocking Feet for this lesson!
Children we are going to share a story by Dr. Seuss that is full of rhyming words. It is so tricky to read, that Dr. Seuss writes a warning in the front of the book. We are going to put our listening ears on, and find words that rhyme. Who can tell me something that they know about rhyming words? (The answers vary but what I generally hear is cat/hat; rhyming words sound alike, the ending of the words are spelled the same, etc.) Remember how I said this book is tricky? Well this book has rhyming words in it that are not spelled alike and they STILL rhyme! We are going to be on the lookout for them.
Listen carefully as I read the story, Fox in Socks. If you hear a rhyme, lock it in your brain.
My children will "grab" it with their hand and "push it" into their brains. I read the story to the class in a way that I hope does not tie my tongue too much.
Boys and girls, can you remember any of the rhyming pairs that we heard today while I was reading? I will write down any words on my chart that you can remember, but at the same time, you will be Writing Fox in Socks words on your whiteboards. As we look at the lists of words on the board, do you see any words that rhyme, but that are spelled alike?
Rhyming books, like Fox in Socks, draw the children's attention to rhyming patterns, serving as a basis for extending vocabulary. Using initial letter cues, children can learn many new words, taking the familiar word “bake” as a strategy for figuring out a new word, “lake.” Further, as I engage children in shared writing, I can pause before writing a word, say it slowly, and stretch out the sounds as the children write it. Such activities in the context of real reading and writing help children attend to the features of print.
We look at the lists and comment on what we see. "I see an "x" in fox, but socks ends in three letters." "Fox and box have an "o" and an "x". "These words are almost the same."
Now that we have a great list of rhyming words, we are going to make a Fox in Socks puppet. Once we have our puppets made, we will write a pair of rhymes on the fox's socks. When this project is finished, you will share your rhyme with a friend.
The fox had lots of socks that he needs to have paired up. When we go to our Word Work station, you will have a job to match the rhyming socks. The socks have magnets on the back and will "stick" to the cookie sheet. Once your socks are paired up, you can check the answer socks sheet to see if you found the matches. Then, your job will be to copy the words to a word work page, so I may check your work.
An alternate way of using this sheet would be to have the children find the rhyming pairs and color them the same way and then compare them to the answer sheet.