LEARN NC

K–12 teaching and learning · from the UNC School of Education

Hey diddle, diddle! Generating rhymes for analogy-based phonics instruction

http://www.readwritethink.org/lessons/lesson_view.asp?id=216

A lesson plan for Grade 1 English Language Arts

Provider: IRA/NCTE

About this resource

Appropriate grades
1
Provider
IRA/NCTE

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In this lesson from ReadWriteThink, shared reading, guided reading, and small, cooperative-group instruction are used in a first-grade classroom to informally assess students' ability to demonstrate awareness of rhyme or other visual similarities in words. Students practice matching rhyming words using picture cards and apply phonological awareness, hearing rhyme, to analogy-based phonics (i.e., an ability to decode unknown words by identifying words with similar visual structure). Students use online resources to increase phonological awareness through rhyme. The interactive Word Maker is used to create rhyming words by adding a beginning consonant to a word ending.

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 1

  • Goal 1: The learner will develop and apply enabling strategies and skills to read and write.
    • Objective 1.01: Develop phonemic awareness and demonstrate knowledge of alphabetic principle:
      • count syllables in a word.
      • blend the phonemes of one-syllable words.
      • segment the phonemes of one-syllable words.
      • change the beginning, middle, and ending sounds to produce new words.
      • create and state a series of rhyming words that may include consonant blends (e.g., flag, brag).
    • Objective 1.02: Demonstrate decoding and word recognition strategies and skills:
      • generate the sounds from all the letters and appropriate letter patterns which should include consonant blends and long and short vowel patterns.
      • use phonics knowledge of sound-letter relationships to decode regular one-syllable words when reading words and text.
      • recognize many high frequency and/or common irregularly spelled words in text (e.g., have said, where, two).
      • read compound words and contractions.
      • read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., looks, looked, looking).
      • read appropriate word families.
    • Objective 1.04: Self-monitor decoding by using one or two decoding strategies (e.g., beginning letters, rimes, length of word, ending letters).