Instructional Unit Overview - prekrhyme.weebly.com · Web viewStarfall.com –ot Word Family Game...

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TAT2 TASK 3: Instructor’s Manual

Rachel Carpenter

Western Governors University

Mentor: Dr. Teresa Dove

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Table of ContentsInstructional Unit Overview.................................................................................................................................3

Instructional Goal.............................................................................................................................................3

Target Population.............................................................................................................................................4

Length...............................................................................................................................................................4

Delivery Approach...........................................................................................................................................5

Instructional Sequence......................................................................................................................................5

Task Analysis and Performance Objectives..........................................................................................................6

Lesson Overview..................................................................................................................................................7

Lesson 1: Rhyme Recognition..........................................................................................................................7

Lesson 2: Rhyme Identification........................................................................................................................7

Lesson 3: Rhyme Completion..........................................................................................................................8

Lesson 4: -at Word Family...............................................................................................................................8

Lesson 5: -ot Word Family...............................................................................................................................9

Lesson 6: -og Word Family..............................................................................................................................9

Lesson 7: -ug Word Family............................................................................................................................10

Instruction Delivery............................................................................................................................................10

Learning Theory.............................................................................................................................................10

Design Process...............................................................................................................................................11

Instructional Strategies...................................................................................................................................11

Special Populations........................................................................................................................................12

Instructional Unit Materials................................................................................................................................13

Instructional Materials....................................................................................................................................13

Physical Resources.........................................................................................................................................14

Detailed Lesson Plans.........................................................................................................................................15

Lesson 1: Rhyme Recognition........................................................................................................................15

Title: Lesson 2: Rhyme Identification............................................................................................................18

Title: Lesson 3: Rhyme Completion...............................................................................................................20

Title: Lesson 4: -at Word Family....................................................................................................................22

Title: Lesson 5: -ot Word Family...................................................................................................................24

Title: Lesson 7: -ug Word Family..................................................................................................................28

Assessment.........................................................................................................................................................30

Appendix for Print Materials..............................................................................................................................31

References………………………………………………………………………………………..……..…60

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Instructional Unit Overview

Pre-Kindergarten offers an excellent opportunity for students to become acquainted with

the public school setting prior to Kindergarten. It also affords students the chance to learn skills

necessary for doing well in Kindergarten. The majority of pre-kindergarten students do not

possess the rhyming skills necessary to support them as they begin to read in kindergarten. These

rhyming skills include recognizing and identifying rhyming words, completing rhymes, and

making connections between rhyming words and word families, and play a significant role in

determining a student’s success in kindergarten. Although pre-kindergarten students are not yet

reading, they are able to use picture or verbal cues provided by the teacher to learn and perform

these skills.

Due to this problem being identified, an instructional unit on rhyming for pre-

kindergarten students has been created. The unit is made up of instruction that will engage

students in learning and activities that will benefit them as they begin to read when they reach

Kindergarten. By the end of the unit students should be able to identify and recognize rhyming

words, generate rhyming words, complete rhymes, and make connections of rhyming words to

word families. The importance of this unit is to help students be familiar with rhyming words

and be able produce rhyming words in order to help them as they begin to read when they reach

kindergarten. Rhyming is a very important part of a young learner’s literacy foundation.

Instructional Goal

The instructional goal is as follows: At the end of an instructional unit on rhyming, given

a picture or verbal cue by the teacher, pre-kindergarten students will be able to verbally produce

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rhyming words, complete rhymes, and make connections of rhyming words to word families

with 75% accuracy.

Target Population

The target population of this instructional unit is Pre-kindergarten students. Pre-

kindergarten students range from 4 to 5 years of age. Pre-kindergarten is an opportunity for

students to begin the elementary school program earlier than kindergarten.

There are many areas of study taught in Pre-Kindergarten. The areas of study taught are

social skills, motor skills, language, science, math, and social studies. There is some whole group

instruction taught but for the most part small group and individual instruction is used. Centers

such as blocks, sand, reading, play dough, house-keeping, writing, and manipulative are set up in

the classroom to foster the areas of instruction. While the teachers are teaching small group and

individual instruction other students are at centers that promote learning in the content areas.

Length

This instructional unit consists of 7 lessons and a post- assessment pertaining to rhyming.

Each of the lessons is an hour in length with the exception of one lesson which is an hour and

twenty minutes. The overall unit of instruction is meant to last for 8 days but it depends on

whether or not a lesson is having to be retaught. It is completely fine to reteach a lesson within

this unit if the instructor feels like the students could use another day spent on the same lesson.

Day 1-7 should be spent teaching Lessons 1-7 in their numerical order. Day 8, which would be

the final day of the unit, will be the day that the teacher administers the post-assessment.

Depending on the number of students in the class, this may take another day to administer

because it will be administered to students individually. Therefore this unit of instruction should

be completed between 2-3 weeks by the instructor.

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Delivery Approach

Each lesson of this unit of instruction is designed to begin with a whole group lesson and

move into small group. The pre-instructional activities and content presentation of each lesson

are to be done during whole group instruction time and the learner participation is to take place

during small group instruction time. The lessons are composed of video presented books, songs,

and engaging hands on activities for the students. Each lesson has been designed to help students

meet the performance objectives of this unit by making them meaningful and engaging as well as

fun at the same time.

Instructional Sequence

The unit begins with the first two lessons on the basic introduction of rhyme recognition

and identification. It is important for the students to first be able to know what rhyme is and how

to recognize and identify it before they can continue with a little more complex lessons. The

third lesson contains activities for students to learn about rhyme completion and how to complete

rhymes by themselves. Connections are made to nursery rhymes in this lesson to help the

students with the rhyme completion concept. The final four lessons involve word families. Word

families play an important role in the development of a child’s reading skills. Because word

family words do rhyme this is why they have been incorporated into this lesson. It is crucial that

students are able to make connections of rhyming words to their correct word families.

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Task Analysis and Performance Objectives

The instructional goal statement is as follows: At the end of an instructional unit on

rhyming, given a picture or verbal cue by the teacher, pre-kindergarten students at Lockett

Elementary will be able to verbally produce rhyming words, complete rhymes, and make

connections of rhyming words to word families with 75% accuracy.

From this instructional goal a task analysis was constructed by using hierarchical number.

This task analysis is shown as follows.

Task 1.0 Generate Rhyming Words

1.1Recognize rhyme

1.2 Identify rhyme

Performance Objective 1: Given a verbal or picture cue, students will be able to verbally

produce a rhyming word with 75% (3 out of 4) accuracy.

Task 2.0 Complete Rhymes

2.1 Awareness of nursery rhymes

2.2 Recognition and identification of end rhyme

Performance Objective 2: Given an incomplete sentence, students will be able to verbally

produce a rhyming word to complete the sentence with 75% (3 out of 4) accuracy.

Task 3.0 Connection of Rhyming Words to Word Families

3.1-at word family

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3.2-ot word family

3.3-og word family

3.4-ug word family

Performance Objective 3: Given a verbal or picture cue, students will be able to verbally

produce two word family (rhyming) words with 75% (3 out of 4) accuracy.

Lesson Overview

Lesson 1: Rhyme Recognition

This lesson begins with a whole group introduction and leads into small group. The

lesson is an introduction to rhyming in which students are questioned on prior knowledge and

then introduced to rhyming words. Most students have heard rhyme but have not been instructed

on how to recognize and identify it.

Activities:

1. Read Chicka Chicka Boom Boom by Bill Martin 2. Students will be introduced to rhyming word card pictures3. Students will play rhyme game where they touch their nose if they hear the teacher say a pair of

rhyming words.

Lesson 2: Rhyme Identification

This lesson will continue with an introduction on rhyming and will focus now on

identifying rhyming words. Rhyme recognition will also be reviewed during this lesson.

Activities:

1. “Chicka Chicka Boom Boom” song onScholastic Bookflix2. Rhyme game-touch nose if students hear the teacher say a pair of rhyming words.3. Rhyming Word PowerPoint Presentation on the Mimio Board

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4. Students will give a rhyming word to a teacher given word cue.

Lesson 3: Rhyme Completion

This lesson will review student’s knowledge of nursery rhymes in order to learn how to

complete rhymes. This lesson will use small sentences from previously introduced nursery

rhymes in order for students to see how the authors used rhymes to compose the nursery rhymes.

Activities:

1. Youtube song- “Stomp and Clap” by the Learning Station2. Students identify some nursery rhymes the know of or have heard before. 3. Students draw a picture of their favorite nursery rhyme and label the picture with the help

of the teacher.

Lesson 4: -at Word Family

This lesson targets the –at word family. In order for students to be able to relate ending

sounds of rhyming words in order to categorize them they use word families. This lesson will

help students to be able to name not only one rhyming word to a given cue, but two or more

rhyming words.

Activities:

1. Play Simon Says Rhyming Game. 2. Read Cat on the Mat by Fantastic Phonics Learn to Read. (Youtube)3. Word Family PowerPoint (-at family slide)4. –at family poster creation for the Literacy Center5. Students will make –at Word Family books6. Starfall.com- at Word Family Game

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Lesson 5: -ot Word Family

This lesson targets the –ot word family. In order for students to be able to relate ending



rhyming words.

Activities:

1. Play the Simon Says Rhyming Game. 2. Read Scot and Dot by Maxwell Huggins. (Youtube)3. Word Family PowerPoint (-ot word family slide)4. –ot family poster creation for the Literacy Center5. Students will make –ot Word Family Books.6. Starfall.com –ot Word Family Game

Lesson 6: -og Word Family

This lesson targets the –og word family. In order for students to be able to relate ending



rhyming words.

Activities:

1. Play the song “Five Green Speckled Frogs” on Youtube.2. Word Family PowerPoint (-og word family slide)3. –og family poster creation for the Literacy Center4. Students will make –og Word Family Books.5. Starfall.com –og Word Family Game

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Lesson 7: -ug Word Family

This lesson targets the –ug word family. In order for students to be able to relate ending



rhyming words.

Activities:

1. Play Simon Says Rhyming Game. 2. Read Billy the Bug’s New Jug by Wendy Cheyette Lewison 3. Word Family Powerpoint (-ug word family slide)4. –ug family poster creation for the Literacy Center5. Students will make –ug Word Family Books.6. Starfall.com –ug Word Family Game

Instruction Delivery

Learning Theory

The learning theory used to support most of the instructional strategies in this unit on

rhyming is behaviorism. The reason for the behaviorism learning theory being used is because

the students are learning and understanding basic skills of rhyming. The instructional strategies

in this unit include repeated practice such as the use of rhyming flash cards. Picture cards are

used in order for students to be able to identify the pictures because they are not yet able to read

words, however, they are mostly used so that students can practice rhyming. The instruction is

teacher centered, some of which is done in whole group and the rest done in small group. The

teacher demonstrates or explains the concept of rhyming to the students and allows for students

interaction during the whole group and then during small group allows the students to practice

what they have learned. Positive reinforcement is also a very important aspect of this unit of

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instruction. Positive reinforcement plays a crucial role in the motivation of the students during

this unit.

Design Process

The design process used for this unit of instruction is Gagne’s Nine Events of Instruction

as explained by Dick, Carey & Carey (2005). Gagne’s Nine Events of Instruction works very

well with this unit because it allows for the unit to have meaning to the students by at first

activating their prior knowledge of rhyme awareness in the environment and also allowing for an

area of gaining attention. Once again for younger students gaining the attention is very

important. That is done through this unit through rhyme videos and songs used through the

Mimio Board. This allows students to get the motivation they need to want to learn about

rhyming. After these steps and then teacher instruction it also allows for the learners to

participate in the learning. This is very important because students need the opportunity to

practice what they are being taught.

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Instructional Strategies

The instructional strategies for this unit are based off of the Dick and Carey (2005) model

which follows along with Gagne’s Nine Events of Instruction. This model best goes along with

each lesson of the unit and the way the lessons will be taught. All lessons are set up the same

way. Each lesson begins with a whole group meeting in which the teacher introduces or reviews

concepts to the learners and then leads the students into small groups. Both whole group and

small group instruction is used in order to reinforce concepts and also to practice new skills.

Small groups should consist of three to four learners. This allows the learners in a smaller group

setting to practice their new skills and also allows the teacher to see which students understand

the new concept and which do not. Some of the lessons involve rhyme flash cards which are used

to practice their new skills. The learners are also given an opportunity to reflect by creating word

family books that they are then able to share with their classmates. These activities have been

incorporated into the instruction in order to make sure that students are able to reflect on what

they have learned.

Special Populations

This unit of instruction has been created specifically for any pre-kindergarten students of

the ages 4 or 5. The target population of four and five year olds may include learners with

ADHD and also students that are currently in speech therapy. The lessons in this unit include

activities in which the students are able to use their gross motor skills, such as the “Chicka

Chicka Boom Boom” song in which the students are able to get up and move around and sing.

This is very beneficial for pre-kindergarten learners, especially those students that have been

diagnosed with ADHD because it allows them the chance to move instead of be sitting the entire

lesson. Picture cards are used in the lessons as well and the teacher is able to identify the pictures

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for the students which allow the students with speech trouble to correctly hear how the word is

being pronounced. The students are also given the opportunity to answer aloud which also helps

the students who have speech trouble to be able to verbally answer questions.

There is also teacher modeling and instruction in this unit which helps the lower level

students who have more trouble understanding what is being taught. Modeling allows for the

students to see how the activities are to be done. The lessons include Multiple Intelligences

which is beneficial to different types of learners being that all students learn differently.

Instructional Unit Materials

Instructional Materials

Printables

Rhyme picture cards

Rhyme matching game (picture cards)

-at word family picture cards

-ot word family picture cards

-og word family picture cards

-ug word family picture cards

-at Word Family Book template

-ot Word Family Book template

-og Word Family Book template

-ug Word Family Book template

PowerPoints

Word Family PowerPoint

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Rhyming Words PowerPoint

Songs and Books

YouTube Song- “Stomp and Clap” by The Learning Station

YouTube Song- “Five Green Speckled Frogs”

YouTube Video- Cat on the Mat by Fantastic Phonics Learn to Read

YouTube Video- Chicka Chicka Boom Boom by Bill Martin Jr.

Scholastic Book Flix Song -“Chicka Chica Boom Boom”

Other

Pencils

Sticky notes

Poster board

Crayons

Markers

Physical Resources

Mimio Board

Computers

Billy the Bug’s New Jug by Wendy Cheyette Lewison

Scot and Dot by Maxwell Higgins

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Detailed Lesson Plans

Lesson 1: Rhyme Recognition

Lesson Overview: This lesson begins with a whole group introduction and leads into small group. The lesson is an introduction to rhyming in which students are questioned on prior knowledge and then introduced to rhyming words. Most students have heard rhyme but have not been instructed on how to recognize and identify it.

Classroom Materials:

Chicka Chicka Boom Boom by Bill Martin Jr.

Print Materials:

Rhyme Picture cards

Lesson Objective:

Performance Objective 1: Given a verbal or picture cue, students will be able to verbally produce a rhyming word with 75% (3 out of 4) accuracy.

Time: 1 hour (whole group leading into small group)

Step 1: Pre-instructional Activities (20 min)

1. Does anyone know what rhyme is? (Students are given the opportunity to raise their hands and answer)

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2. Discuss rhyme and how rhyming words are used in many of the books we read in the classroom. Explain that many times we hear rhyme but we are going to learn how to tell if words rhyme or not.

3. Read the book Chicka Chicka Boom Boom to the students.

4.Tell the students you are going to share some words from the story and they are to determine if they rhyme or not. Instruct the students to simply raise their hands if they hear two words that rhyme.

Step 2: Content Presentation (20 min)

1. Discuss how rhyming words were used in the book Chicka Chicka Boom Boom.2. Hold two picture cards up and show students how two words rhyme. Show the pictures

and say the name of the pictures. Show the picture cards of the following words that rhyme: cat/bat, dog/log, ham/jam, blue/shoe, cap/map, and bug/hug.

3. Explain to students that when words rhyme they have the same end sound.4. Dismiss students to Centers/Small Group where the lesson will continue in their small

groups.

Step 3: Learner Participation (20 min)

1. Introduce the rhyme recognition game to students. Inform the students you are going to say two words and they are to determine if they rhyme or not. Tell the students that if the words do rhyme they need to touch their nose.

2. Call out the following word sets to students: cow/bat, hat/mat, jump/pump, kite/dog, new/shoe, hose/nose, and left/down.

3. Take turns calling on individuals to answer and also call on the small group as a whole.

Step 4: Assessment

Pre-K Rhyme Assessment (located in APPENDIX) Part 1- Students will be shown a picture by the teacher and have to give one rhyming word for the picture. This assessment will be given at

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the end of the unit.

Step 5:Follow Through Activity

1. Allow students the choice to present two words.2. Inform the class they will decide whether or not the words rhyme by showing their

thumbs up or thumbs down.

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Title: Lesson 2: Rhyme Identification

Lesson Overview: This lesson will continue with an introduction on rhyming and will focus now on identifying rhyming words. Rhyme recognition will also be reviewed during this lesson.


Mimio Board to access Bookflix and PowerPoint

"Chicka Chicka Boom Boom" song from Scholastic Bookflix (UN: lockettelem PW: bookflix)

Rhyming Words PowerPoint

Print Materials:

Rhyme matching game (picture cards)

Lesson Objectives:

Performance Objective 1: Given a verbal or picture cue, students will be able to identify rhyming words with 75% accuracy.


Step 1: Preinstructional Activities (20 min)

1. Instruct the students to touch their nose if they hear words that rhyme as the teacher calls them out. If the words do not rhyme they will not touch their nose.

2. Call out the following : hat/cat, boy/toy, mop/hop, blue/shoe, cup/house).3. The students will touch their nose if the words rhyme and do nothing if the words do not

rhyme. (This is a review from Lesson 1)

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4. Play the “Chicka Chicka Boom Boom” song using Scholastic Bookflix that goes along with the book Chicka Chicka Boom Boom by Bill Martin Jr.


1. Show two pictures that rhyme on the Mimio board using the Rhyming Words PowerPoint. 2. Verbally introduce the pictures and have the students repeat after. 3. Show all slides of the PowerPoint and do the same for each.4. Reinforce that the two words have the same end sound therefore they are rhyming words.5. Have students break in to Center/Small Groups.


(Small Group)

1. Inform students you are going to give them a word and they must respond with a word that rhymes with your word.

2. Call on students individually to stand up and give a rhyming word for the prompt. Allow each student in the small group to have four turns.

Step 4: Assessment

Pre-K Rhyme Assessment (located in the APPENDIX ) Part 1- Students will be shown a picture by the teacher and have to give one rhyming word for the picture. This assessment will be given at the end of the unit.

Step 5: Follow Through Activity

1. As a center station, give the students the opportunity to play a rhyme match game in which they match two picture cards that rhyme.

2. This center will be on this day as well as throughout the rest of the unit as practice.

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Title: Lesson 3: Rhyme Completion

Lesson Overview: This lesson will review student’s knowledge of nursery rhymes in order to learn how to complete rhymes. This lesson will use small sentences from previously introduced nursery rhymes in order for students to see how the authors used rhymes to compose the nursery rhymes.

Classroom Materials Needed:

1. Youtube song- “Stomp and Clap” by The Learning Station

2. Mimio Board to project Youtube song

3. Poster board

4. Markers

5. Paper

6. Pencils

Lesson Objective:

Performance Objective 2: Given an incomplete sentence, students will be able to verbally produce a rhyming word to complete the sentence with 75% accuracy.


Step 1: Preinstructional Activities (20 min)

1. Ask students: Do you know any names of Nursey Rhymes? Allow the students to raise their hands and answer.Ask the students: What are some of your favorite nursery rhymes? Allow the students to raise their hands and answer.

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2. Ask volunteers to recite parts of the nursery rhymes if they are able to do so.3. Recite the rhymes from the song “Stomp and Clap”- Mary, Mary, Quite Contrary, Jack

and Jill, Eenie, Meenie, Minie, Mo, and Mary Had a Little Lamb.4. Explain how sentences are completed by rhymes.5. Repeat the lines from the above nursery rhymes and have the students complete the ends


1. Take a large poster board and write down some of the nursery rhymes lines going over each one. You may also illustrate pictures for the children to be able to identify what is being written since the students cannot read yet.2. Ask the students to help come up with some of the nursery rhymes and encourage the students to help make new rhymes of their own. (You may write these down also including pictures).3. Explain that nursery rhymes can be created by ending two sentences with a rhyming words.4. Dismiss students to centers/small group and complete the rest of the lesson in their small groups.


(Small Groups)

1. In small groups, ask each student to draw a picture of their favorite nursery rhyme. 2. Help the students to label their picture with a title and a rhyming sentences from the nursery rhyme.

Step 4: Assessment

Pre-K Rhyme Assessment (APPENDIX A) Part 2- Students will be read an incomplete sentence by the teacher and have to verbally identify a rhyming word to complete the sentence. (Example: The cat sat on the ____.)


Place nursery rhyme books and big books in the reading center of your classroom. Allow the

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students the opportunity to visit the reading center throughout the week to read the books and learn new rhymes.

Title: Lesson 4: -at Word Family

Lesson Overview: This lesson targets the –at word family. In order for students to be able to relate ending sounds of rhyming words in order to categorize them they use word families. This lesson will help students to be able to name not only one rhyming word to a given cue, but two or more rhyming words.

Classroom Materials Needed:

1. Cat on the Mat by Fantastic Phonics Learn to Read

2. Word Family PowerPoint- slide 2 (-at words)

3. Computer or Mimio Board to access the starfall.com -at Game

4. Poster board

5. Crayons

6. Markers

7. Pencils

Print Materials:1. –at word family picture cards

2. –at word family book template

Lesson Objective:Performance Objective 3: Given a verbal or picture cue, students will be able to verbally produce two word family (rhyming) words with 75% (3 out of 4) accuracy.

Time: 1 hr. 20 min. (small group leading into whole group)

Step 1: Pre-instructional Activities (10 min)1. Play the Simon Says Rhyming Game in order to review the students’ rhyming skills.

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2. Give the students a command such as “Simon says clap your hands twice if these words rhyme: cat/hat. Continue with the following words (king/ring, boy/dog, kite/night, see/jump, shoe/blue).3. Allow students the opportunity to come up with their own Simon Says.

Step 2: Content Presentation (30 min)1. Read Cat on the Mat by Fantastic Phonics Learn to Read.2. Instruct the students to be listening for rhyming words. 3. At the conclusion of the story, allow students to share rhyming words they heard in the story.4. Present the –at family slide from the Word Family PowerPoint.5. Introduce students to the –at family poster. 6. Hold up the -at word family picture cards and have the students identify each one of them as they are posted on the poster board. (The poster board will be hung up in the literacy center once completed)

Step 3: Learner Participation (40 min)(Small Group)1. Instruct the students to create their own –at Word Family Books using the – at word family book template.2. Ask each student to name some –at word family words. 3. For each page of their book, have the students to write the beginning letter of each –at word in the blank and then illustrate a picture of that word beneath it.4. Have students to complete five pages of their book, using a different –at word for each. 5. Show students how to use the starfall.com –at Game , in which they will use the word at to make different word family words. This activity can be used during center time for the computer center.

Step 4: Assessment

Pre-K Rhyme Assessment (APPENDIX A) Section 3. The teacher will give the students a verbal cue and the students will have to name at least two words in the –at word family.


At the end of the school day ask students to identify -at word family words to ensure student learning.

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Title: Lesson 5: -ot Word Family

Lesson Overview: This lesson targets the –ot word family. In order for students to be able to relate ending sounds of rhyming words in order to categorize them they use word families. This lesson will help students to be able to name not only one rhyming word to a given cue, but two or more rhyming words.


1. Scot and Dot by Maxwell Higgins2. Word Family PowerPoint (-ot slide)3. Mimio Board to project Word Family PowerPoint 4. Computer or Mimio Board to allow students to access starfall.com -ot game.5. Poster board6. Crayons7. Markers8. Pencils

Print Materials:

1. -ot word family picture cards2. -ot word family book template

Lesson Objective:

Performance Objective 3: Given a verbal or picture cue, students will be able to verbally produce two word family (rhyming) words with 75% (3 out of 4) accuracy.

Time: 1 hr. (small group leading into whole group)

Step 1: Pre-instructional Activities

1. Play the Simon Says Rhyming Game in order to review the students’ rhyming skills.

2. Give the students a command such as “Simon says clap your hands twice if these words rhyme: cat/hat. Continue playing with the following pairs: cow/goat, rake/snake, hi/bye, see/knee, leg/beg, shoe/blue, red/boat, and jack/snack.

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3. Choose students to come up with their own Simon Says.

Step 2: Content Presentation

1. Read Scot and Dot . Tell the students to be listening for rhyming words.

2. At the conclusion of the story , allow students to share words they heard in the story that rhymed.

3. Present the –ot family slide from the Word Family PowerPoint. Identify each –ot family word along with its picture.

4. Introduce students to the –ot family poster. At this moment it will be blank.

5. Hold up the –ot word family picture cards one at a time and have the students identify each one of them as they are posted on the poster board. (The poster board will be hung up in the literacy center)

Step 3: Learner Participation

(Small Group)

1. Have the students use markers, crayons, and pencils to create their own –ot family word books for their book boxes. 2. The students will create their own –ot Word Family Books using the -ot Word Family Book template.3. Ask each student to name some –ot word family words.4. For each page of their book have the students to write the beginning letter of each -ot word in the blank and then illustrate a picture of that word beneath it.5. Have each student to complete four ages of their book, using a different –ot word for each.

After completing their books, have the students play the starfall.com -ot game in which they will add different beginning letters to make –ot words. This activity can be used during center time for the computer center.

Step 4: Assessment

Pre-K Rhyme Assessment (APPENDIX A) Section 3. The teacher will give the students a verbal cue and the students will have to name at least two words in the –ot word family.

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Title: Lesson 6: -og Word Family

Lesson Overview: This lesson targets the –og word family. In order for students to be able to relate ending sounds of rhyming words in order to categorize them they use word families. This lesson will help students to be able to name not only one rhyming word to a given cue, but two or more rhyming words.


1. Youtube- 5 Green Speckled Frogs by Nursery Rhymes TV2. Word Family PowerPoint (-og word family slide)3. Computer or Mimio Board to access starfall.com -og game 4. Poster board5. Crayons6. Markers7. Pencils

Print Materials:

1. -og word family picture cards2. -og Word Family Book template

Lesson Objective:



Step 1: Pre-instructional Activities (20 min)

1. Play the Simon Says Rhyming Game in order to review the students’ rhyming skills.2. Give the student a command such as “Simon says clap your hands twice if these words rhyme: cat/hat. Do the same for the following pairs: jump/pump, ham/jam, snack/pack, ice/nose, king/rat, and snow/blow.

3. Chose students to come up with their own Simon Says.

Step 2: Content Presentation (20 min.)

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1. Play the Youtube video/song 5 Green Speckled Frogs by Nursery Rhymes TV2. Tell the students to be listening for rhyming words. 3. At the conclusion of the video, allow students to share words they heard in the story that rhymed. 4. Present the –og family slide from the Word Family PowerPoint. Point to each picture with corresponding word and identify the –og family word5. Introduce students to the –og family poster. Write -og at the top of the poster. 6. Hold up the –og word family picture cards and have the students identify each one of them as they are posted on the poster board. (The poster board will be hung up in the literacy center once completed)

Step 3: Learner Participation (20 min.)

(Small Group)

1. Have the students use markers, crayons, and pencils to create their own –og family word books to add to their book boxes. 2. The students will create their own –og Word Family Books using the -og Word Family Book template. 3. Ask each student to name some –og word family words. 4. For each page of their book the students will have to write the beginning letter of each –og word in the blank and then illustrate a picture of that word beneath it.

5. Have each student to complete four pages of their book, using a different –og word for each. . 6. After the books have been completed, instruct the students to use the stafall.com -og game in which they will use the word at to make different word family words. This activity can be used during center time for the computer center.

Step 4: Assessment

Pre-K Rhyme Assessment (located in APPENDIX section) Section 3. The teacher will give the students a verbal cue and the students will have to name at least two words in the –og word family.

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Title: Lesson 7: -ug Word Family

Lesson Overview: This lesson targets the –ug word family. In order for students to be able to relate ending sounds of rhyming words in order to categorize them they use word families. This lesson will help students to be able to name not only one rhyming word to a given cue, but two or more rhyming words.


1. Billy the Bug’s New Jug by Wendy Cheyette Lewison2. Mimio Board to project Word Family PowerPoint3. Mimio Board or computer to allow access to starfall.com –ug game4. Word Family PowerPoint (-ug slide)5. Poster board6. Crayons7. Markers8. Pencils

Print Materials:

1. -ug word family picture cards2. ug Word Family Book template

Lesson Objective:



Step1: Pre-instructional Activities (10min.)

1. Play the Simon Says Rhyming Game in order to review the students’ rhyming skills.2. Give the students a command such as “Simon says clap your hands twice if these words rhyme: cat/hat. Continue doing the same with the following pairs: snow/glow, cat/rat, pot/pan, shoe/new, dog/fish, crab/grab)3. Chose students to come up with their own Simon Says.

Step 2: Content Presentation (20 min.)

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1. Read Billy the Bug’s New Jug by Wendy Cheyette Lewison. 2. Tell the students to be listening for rhyming words. 3. At the conclusion of the story, allow students to share words their heard in the story that rhymed. 4. Present the –ug family slide from the Word Family PowerPoint.5. Identify each –ug family word and picture. 6. Introduce students to the –ug family poster. Write –ug at the top of it for students to see. 7. Hold up the –ug word family picture cards and have the students identify each one of them as they are posted on the poster board. (The poster board will be hung up in the literacy center)

Step 3: Learner Participation (30 min.)

(Small Group)

1. Have the students use markers, crayons, and pencils to create their own –ug family word books for their book boxes.

2. The students will create their own –ug Word Family Books using the –ug Word Family Book template.Ask each student to name some –ug word family words.

3. For each page of their book the students will have to write the beginning letter of each –ug word in the blank and then illustrate a picture of that word beneath it.

4. Each student will have to complete four pages of their book, using a different –ug word for each.

5. After completing their books have the students play the starfall.com -ug game, either on the computer or Mimio Board, in which they will add beginning letters to -ug to make different word family words. This activity can be used during center time for the computer center

Step 4: Assessment

Pre-K Rhyme Assessment (found in the APPENDIX section) Section 3. The teacher will give the students a verbal cue and the students will have to name at least two words in the –ug word family.

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Assessment

A post-test, titled Pre-K Rhyme Assessment was created to be administered at the end of

the rhyming unit. The post-test contains three sections. Each section is an assessment for each

performance objective. Section 1 assesses Performance Objective 1, Section 2 assesses

Performance Objective 2, and Section 3 assesses Performance Objective 3. Guidelines for

teachers administering the assessment are also included in the APPENDIX.

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Appendix for Print Materials

Lesson 1

Rhyme Picture Cards………………………………………………………………….Pages 32-34

Lesson 2

Rhyme Match Game …………………………………………………………………..Pages 35-37

Lesson 4

-at Word Family Picture Cards…………...……………………………………….…..Pages 38-39

-at Word Family Book Template…………………………………..………………….Pages 40-42

Lesson 5

-ot Word Family Picture Cards…………………………………………..……………….Page 43

-ot Word Family Book Template………………………………….………………..…Pages 44-46

Lesson 6

-og Word Family Picture Cards…………………………………………………...…..Pages 47-48

-og Word Family Book Template……………………………………………..………Pages 49-51

Lesson 7

-ug Word Family Picture Cards…………………………………………...…………..Pages 52-53

-ug Word Family Book Template………………………………..……………………Pages 54-56

Assessment

Rhyme Post-test……………………………………………………………….………Pages 57-58

Teacher Instructions……………………………………………………………………….Page 59

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Lesson 1 Print Materials

Rhyme Picture Cards

cat hat

king ring

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boy toy

shoe blue

34

house mouse

tree bee

35


Rhyme Match Game

(a copy of the same cards from Lesson 1 but these will be printed out and cut for student use)

cat hat

king ring

36

boy toy

shoe blue

37

house mouse

tree bee

38

Lesson 4

-at Word Family Picture Cards

cat bat

hat

rat

39

mat

40

-at Word Family Book Template

-at Word Family Book

By:

at

41

at

at

42

at

at

43


-ot Word Family Picture Cards

pot hot

cot dot

44

-ot Word Family Book Template

-ot Word Family Book

By:

45

ot

ot

46

ot

ot

47


-og Word Family Picture Cards

fog log

hog dog

48

frog

49

-og Word Family Book Template

-og Word Family Book

By:

og

50

og

og

51

og

og

52


-ug Word Family Picture Cards

bug mug

rug hug

53

tug

54

-ug Word Family Book Template

-ug Word Family Book

By:

ug

55

ug

ug

56

ug

ug

57

Assessment

Instructional Unit Post-Test

Pre-K

Rhyme and Word Family Post-Test

I. Name a word that rhymes with

Teacher Cue Correct Response

Incorrect Response

1. Cat

2. King

3. Blue

4. Tree

II. Complete the Rhyme

Teacher Cue Correct Response

Incorrect Response

1. The cat sat on the .

2.Jack and Jill went up the .

3.The frog sat on the .

4.Chicka Chicka Boom Boom. Will there be enough ?

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III. Name Two Word Family Words.

Teacher Cue # Correct out of 2

Cat

Pot

Fog

Mug

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Teacher Instructions for Assessment

Section I- Rhyme

The teacher will tell the students he/she is going to give them a word and they will have to give a rhyming word to go with that word.

If the student gives a correct response the teacher will place a check in the correct response box. If the student gives an incorrect response the teacher will place a check in the incorrect response box.

The teacher should also write the students responses in the incorrect or correct boxes.

Section II- Complete the Rhyme

The teacher will read the cues for numbers 5-8 leaving the ending open on each rhyme. The students will be asked to complete the rhymes If the student gives a correct response the teacher will place a check in the correct

response box. If the student gives an incorrect response the teacher will place a check in the incorrect response box.


Section III- Word Families

The teacher will read the cues for numbers 9-12 and ask the students to give two rhyming words that rhyme with the cue.

In order to receive full credit for an item the students must reply with two rhyming words not just one.

If the student gives a correct response the teacher will place a check in the correct response box. If the student gives an incorrect response the teacher will place a check in the incorrect response box.


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References

Dick, W., Carey L., & Carey, J.O. (2005). The systematic design of instruction. Boston: Pearson.

Instructional Unit Overview - prekrhyme.weebly.com · Web viewStarfall.com –ot Word Family Game...

Documents

Transcript of Instructional Unit Overview - prekrhyme.weebly.com · Web viewStarfall.com –ot Word Family Game...