Subjects: Reading Vocabulary, Reading Comprehension, Art/Listening and Speaking, Viewing

Learner Outcomes: 

Students will understand the concept of rhyming words
Students will be able to produce rhyming words
Students will learn how to explore a specific wet site

Duration:  Two days/approximately 25 minutes each day. 

Materials:

A piece of large paper, crayons or colored markers, 4 pocket card holders (as simple as four lines drawn on a piece of paper the size of the flash cards), letter flash cards.

Technology Tools:  Computers with internet access

Instructors Notes: All students using and/or observing the computer will need an AUP on file.

Procedures : 

Day 1

• Pair students and let them visit and explore the site, Seven Little Monsters.
• Tell the class that they are going to help you draw a monster.
• Discuss what a monster may look like and possibly the difference between real and pretend.
• Discuss what rhyming words are and explain that we will make our monster with rhyming words.
• Read each rhyme below with the underlined words left out.
• The child who is called upon fills in the rhyming word and then adds that part of the monster to the drawing in the front of the room

When you draw a monster, it is said,
You always begin with his head.

He'll be able to see when he flies, 
If we draw two bright eyes.

To tell which way the cold wind blows,
Our monster will need a great big nose.

Look to the North and look to the South,
Now we can give our monster a mouth.

Some up above and some beneath,
Our monster has lots of teeth.
 
Now under his chin, let's just check,
That's where we should put his neck.

So he won't be tipsy toddy,
Let's give him a body.

To keep him from all harm,
We have to give him at least one arm.

So he can play in a band,
We must give him a hand.

If he really, really begs,
I guess we could give him some legs.

Now to make our monster nice and neat,
We'll have to teach him to wipe his feet.

Although they may look like bows,
Let's be sure to draw some toes.

A notice sent by Air Mail,
We can't forget the monster's tail.

Now this may seem a little weird,
But on his chin let's draw a beard.

He isn't fierce. He isn't hairy.
Don't you think our monster's scary?

• After the monster is finished, ask the class to make up a rhyming name for him' for example "Scary Harry" or "Blizzard Lizard."
• Have each child draw his own monster using paper and crayons as the teacher reads the rhymes again. 
• Let the children reply in chorus the answer to the rhymes.
• After the picture are completed, have the children each think of a rhyming name for their own monster.

Day 2

• Place students in groups of two or three.
• Distribute a 4 pocket word card holder to each group in addition to letter flash cards.
• Two of the pockets may already have letter listed; such as OP or IP or AN etc.
• Have the students spread the letters in front of them.
• Have students leave the first pocket empty.
• Students will replace given letters with new ones (as shown below) to make new words.
• Have students write the new words as they go along.
• Remove b, replace with h, to make hop; remove h, replace with m, to make mop; remove m, replace with p, to make pop; remove p, replace with dr, to make drop; remove dr, replace with fl, to make flop; etc.

Modifications : 

Students should be allowed extended time on day 2 when necessary. For students having more difficulty, the teacher may work independently. Sound unit addition and subtraction exercises could be explained.  The teacher could take a word which the child reads, and then add or subtract a letter asking the child to read the new word.

Sound unit addition:
hat - chat
sting - string
oat - boat
soon - spoon

Sound unit subtraction:
chip - hip
crash - cash
farm - arm
found - fond

Enrichment Activities:

Students may play games on the Rhyming Word Game .
The Rebus Rhymes  site may  also be helpful. 
The teacher may also want to visit the lesson plans at Rhyming Your Spelling Words or  Poet's Corner. 

Evaluation/Assessment :  The teacher will observe the students' ability to make the rhyming words on Day 2.

Student makes 3 rhyming words.	4 Excellent
Student makes 2 rhyming words.	3 Good
Student makes 1 rhyming word.	2 Fair
The student is unable to make a rhyming word.	1 Poor

West Virginia IGO's:

English/Language Arts: K.2, K.3,K.7, K.8, K.9, K.10, K.12, K.32, K.35, K.37, K.38, K.64, K.66, K.67, K.68, K.70, 1.3, 1.14, 1.15, 1.17, 1.22, 1.39, 1.43, 1.45, 1.51, 1.82, 1.83, 1.84, 1.115

National Standards: 

English/Language Arts
Reading
5. Uses the general skills and strategies of the reading process
6. Uses reading skills and strategies to understand and interpret a variety of literary texts
7. Uses reading skills and strategies to understand and interpret a variety of informational texts

Listening and Speaking
8. Uses listening and speaking strategies for different purposes 

Viewing
9. Uses viewing skills and strategies to understand and interpret visual media 

Visual Arts
2. Knows how to use structures (e.g., sensory qualities, organizational principles, expressive features) and functions of art.
3. Knows a range of subject matter, symbols, and potential ideas in the visual arts
5. Understands the characteristics and merits of one's own artwork and the artwork of others

References/Textbooks :

T.A.L.K. by the National Diffusion Network, U.S. Department of Education. Rockford Public Schools District No. 205, Rockford, Il.
Beres, Krisl. Be-bop  Other "op" Words.
Griffith, Lynne. Phonics Fun

Authors: 

Cheryl Dingess
Gwendolyn D. Freeman
Deidre Triplett
Ferrellsburg Elementary

Top of Page