| Rounding Up the Rhymes |
Grade:
Second |
Content Area:
Technology |
Time Frame:
1 Lesson (45 minutes) |
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Unit/Lesson Overview:
The teacher will read a trade book with rhymes to the class. The class will "round-up" the rhymes and then use the rhymes with common spelling patterns to help them spell and read new words.
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Student Standards (TEKS)
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explanation of a TEK, click on the TEK |
| Language Arts: |
2.1(C)
2.5(B)
2.16(B) |
| Math: |
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| Social Studies: |
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| Science: |
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| Technology: |
S1
S2
N1 |
| Technology: |
N6
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| Additional TEKS: |
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I Can....
... identify rhyming words. ...use spelling patterns to help me read and spell new words. |
Assessment(s):
Did the student identify rhyming pairs?Did the student use common spelling patterns to write and read new words.: |
TAKS Objectives:
| Reading: |
Objective 1 |
| Writing: |
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| Math: |
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| Social Studies: |
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| Science: |
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Bloom's Taxonomy
| Yes |
Knowledge |
| Yes |
Comprehension |
| Yes |
Application |
| Not Chosen |
Analysis |
| Not Chosen |
Synthesis |
| Not Chosen |
Evaluation |
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Big 6 Skills
| Not Chosen |
Task
Definition |
| Not Chosen |
Info. Seeking
Strategies |
| Not Chosen |
Location and
Access |
| Not Chosen |
Use of Information |
| Not Chosen |
Synthesis |
| Not Chosen |
Evaluation |
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Supplementary Resources / Materials:
Trade Books with Rhyming Pairs such as: Sheep in a Jeep by Nancy Shaw
The Frogs Wore Red Suspenders by Jack Prelutsky
All in One Hour by Susan Stevens Crummel
And Here's To You! by David Elliot
File: round_rhyme.xls
File:
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Internet Links:
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Accommodations:
To be determined by teacher based on student needs |
| Procedures |
Introductory Activity (Warm-Up):
Read the trade book that you will be using to "round-up" the rhymes to the students for enjoyment. |
Lesson:
Step 1: Choose a story that has lots of rhyming words that you have previously read to the class.
Step 2: Re-read the book encouraging the children to listen for rhyming words.
Step 3: As the children identify rhyming words, type each rhyming pair in the bold colored boxes at the top of the sheet. Use as many sheets as you need.
Step 4: Review all the rhyming pairs and delete any that DO NOT have the same spelling pattern.
Step 5: Say a word aloud that could be spelled by using a rhyming pair as a "helper".
Step 6: Have a student come up and type the word that you said into the correct box under the rhyming pair that helped them spell your word.
Step 7: Continue giving words and having students type them in the correct cell.
Step 8: Have students come up with more words and add them.
Step 9: Read each column together as a class, focusing on the rhyming pattern!
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Reteach:
To be determined by teacher based on student needs
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Extension:
The workbook can be saved to the server. Students can then open it in a learning station, add additional words, and then practice reading them using the rhyming pair to help them decode.
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Guiding Questions:
How do you identify a rhyming pair?What makes 2 words a rhyming pair? Why do we get rid of rhyming pairs that don't have the same spelling pattern?
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Summary Questions:
How did the rhyming pair from the story help you spell the new words?Can learning spelling patterns make reading easier? How? Can you think of more words that you could spell using these rhyming pairs to help you?
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Reflection:
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