Reflection: Developing a Conceptual Understanding Feed Me Something Rhymey - Section 1: Hook


In a recent assessment of my students, I realized how many of the children could identify if two words rhymed, but could not supply a word to go with the pair.  So often, the children think that it must be a real word, and instead give a word that connects the words instead of rhymes.  Since rhyme is such an important piece of phonemic awareness, I needed to come up with a way to help my students understand what I am looking for when we do rhyme supply. By choosing a couple of literary examples to share with the class, now the majority of the students understand what I am assessing.

In addition, I created a center time activity using a small trash can.  I gave the trash can eyes and a nose and called it the "Hungry Thing".  The children read through a set of cards based on the rhyming words from the book. If it is a real word, the child keeps it for himself; if it is a made up word, then the child feeds it to the "Hungry Thing".  This activity gives additional support to the skill of rhyme supply.

  Developing a Conceptual Understanding: Why Worry About Rhyme Supply?
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Feed Me Something Rhymey

Unit 10: Making a Reading and Writing Connection
Lesson 6 of 13

Objective: SWBAT supply a rhyming word to a sentence with the understanding that rhyming words do not always have to be real words. Student Objective: I can make up nonsense rhymes.

Big Idea: Recognizing and producing rhyming words is an essential part of phonemic awareness.

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nonsense foods from magazine
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