LEARN NC

Nursery rhyme illustration: dish running away with spoon.

Mother Goose in use: Rhymes that teach

By Lisa Wright

4 Rhyming with Jack and Jill

Learning outcomes

Students will develop phonemic awareness by using riddles to match rhyming words.

Teacher planning

Time required for lesson

40 minutes

Materials needed

  • Materials to make laminated rhyme words with pictures (see “Pre-activities” below):
    • Card stock or construction paper
    • Black marker
    • Optional: laminator
  • Recording of “Jack and Jill” from nursery rhyme CD, such as 100 Songs for Kids or text version from nursery rhyme book
  • Masking tape
  • Nursery Rhyme Flip Chart or large chart paper with the nursery rhyme “Jack and Jill” written on it
  • Optional: Nursery rhyme felt board, available from the Felt Source website
  • Splish! Splash! Animal Baths by April Pulley Sayre

Pre-activities

  • Prepare the rhyming words by writing each rhyming word from the riddles below on card stock or construction paper. Find or draw pictures to illustrate the words. If you can, laminate the words.
  • If you’re not using a flip chart, write the nursery rhyme on chart paper for students to see.

Activities

  1. Anticipatory set: Ask the students the question, “What would you have to do if you had no running water?”
  2. Listen to the Jack and Jill song on the nursery rhyme CD or read the rhyme to the class.
  3. Have the students recite the rhyme using the following movements:

    Jack and Jill went up the hill to fetch a pail of water [Bend over as if to pick up a pail of water]
    Jack fell down and broke his crown [Hold head in hands]
    And Jill came tumbling after. [Roll arms]

    Up got Jack, and home did trot [March in place]
    As fast as he could caper
    He went to bed and bound his head     [Pretend to sleep]
    With vinegar and brown paper.

  4. Show and tell the words and pictures that rhyme with hill, and then tape to the board. Read the following riddles and have the students choose the correct picture / word to complete the riddle by saying it and pointing to it:
    • Whenever the duck needs its mouth to fill,
      It opens me up, I’m the ______________. (bill)
    • Standing outside my windowsill
      In the winter, I feel a ______. (chill)
    • My dad does woodworking with lots of skill.
      I love to watch him use his ___________. (drill)
    • Eating hamburgers is such a thrill
      when we cook them on the _____. (grill)
    • Jack and Jill
      went up a ______. (hill)
    • If I’ve got an awful chill,
      Then I know that I am _____. (ill)
    • I see the flowers sitting still
      in the vase on the window _______. (sill)
    • When I was sick and feeling ill,
      my mom gave me a yellow ______. (pill)
    • Maybe they won’t, maybe they will.
      The logs are floating past the ______. (mill)
    • Underneath my windowsill
      grows the prettiest yellow _________. (daffodil)
  5. Read the book Splish, Splash.
  6. Conclude the lesson by asking the following questions:
    • Why do you think Jack and Jill fell?
    • Why would they need to fetch water?

Assessment

Assess by students’ ability to match the correct rhyming words to complete the riddles and by oral answers to closure questions.

North Carolina Curriculum Alignment

English Language Arts (2004)

Kindergarten

  • Goal 1: The learner will develop and apply enabling strategies to read and write.
    • Objective 1.02: Develop phonemic awareness and knowledge of alphabetic principle:
      • demonstrate understanding that spoken language is a sequence of identifiable speech sounds.
      • demonstrate understanding that the sequence of letters in the written word represents the sequence of sounds in the spoken word.
      • demonstrate understanding of the sounds of letters and understanding that words begin and end alike (onsets and rimes).

Healthful Living Education (2006)

Kindergarten

  • Goal 6: The learner will demonstrate competency in a variety of movement forms and proficiency in a few to gain competence towards lifetime physical activities (NASPE Standard 1).
    • Objective 6.01: Demonstrate non-locomotor movements using different parts of the body.