KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT PROFESSIONAL SEMESTER PROGRAM

Teacher Candidate:

Cialey Pintande

Date: March 5, 2014 Coop. Initials:

Cooperating Teacher: Mrs. Jennyfer Oswald Group Size: 28

Allotted Time: 10:00-10:30am (30min.) Grade Level: First Grade

Subject or Topic: Language Arts: Rhyming Words

Section: 390-065

STANDARD(S) PA Common Core: CC.1.1.K.B: Demonstrate understanding of the organization and basic features of print. Follow words left to right, top to bottom, and page by page. Recognize that spoken words are represented in written language by specific sequences of letters. Understand that words are separated by spaces in print. CC.1.1.K.C: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Recognize and produce rhyming words. Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single-syllable spoken words. I. Performance Objectives: The first grade students will be able to recognize and organize rhyming words by identifying them in Dr. Seuss books. Students will be able to blend an onset and a rime to create a word by correctly playing file folder games. II. Instructional Materials: Pencils (35) Dr. Seuss Rhyming paper (30) Space Rhymes file folder game (2) Rhyming Fish file folder game (2) Dirty Socks Rhymes file folder game (2) Hop On Pop by Dr. Seuss (1) The Cat in the Hat by Dr. Seuss (1 per group) Fox in Socks by Dr. Seuss (1 per group) One fish Two fish Red fish Blue fish by Dr. Seuss (1 per group) Green Eggs and Ham by Dr. Seuss (1 per group)

III. Subject Matter/Content: A. Prerequisite skills Understand and know the letter sounds (phonemes). Understand the strategy of blending. B. Key Vocabulary Onset- The letter sound before the rime Rime- The second half of rhyming words Rhyming words- words that sound the same ending sounds. Word families- Groups of rhyming words C. Big Idea Recognize that by changing the onset and keeping the rime you can create a new rhyming word. Recognize that all rhyming words in a word family have the same ending sound(s). IV. Implementation: Introduction1. Hook: Write the following Dr. Seuss quote from Green Eggs and Ham on the board; I do not like in a house. I do not like them with a mouse. I do not like them here or there. I do not like them anywhere. I do not like eggs and ham. I do not like them, Sam-I-am. 2. Ask a student to come up to the board and circle words that rhyme. 3. Then ask another student to come up to the board and circle different words that rhyme in a different color. 4. Ask a third student to circle words that rhyme in a third color. 5. Discuss the rhyming pairs; do they share the same ending letters or sounds or both? Development1. Inform the students that now they will be playing games to learn more about rhyming. 2. Introduce the games; Space Rhymes, Rhyming Fish, and Dirty Sock Rhymes. 3. Read the directions for each game and ask the students if they have any questions on how to play the games. 4. Inform them that they will be playing the games with their groups so they should remember to take turns. They will all have an opportunity to play all three games, they just have to rotate when time is up. Also let them know that if they are confused or need help that they should ask their partner(s) first to see if they can help before they ask me. 5. Separate the students into groups of four or five. Distribute a game to each set of students 6. Time them for five-seven minutes while observing, assisting, and noting the students who are struggling with the concept. When time is up, ask them to switch to their next center in a clock wise motion. 7. Have them play and rotate one more time so that they have all played each game.

 When they are finished playing their last game ask them to clean-up. 8. Once they are cleaned up, ask for thumbs up or down as to whether they understand rhyming words. Note who puts their thumbs down and help to answer any questions they may have. Keep a record of the thumbs down students. Closure1. Ask for three rhyming examples. Praise them for their sharing whether they are right or wrong and discuss why their answer is wrong if it is wrong. 2. Share with the students that you will now be watching a short video on rhymes. Play Brain Pop Jr. video on rhyming words: http://www.brainpopjr.com/readingandwriting/phonics/rhymingwords/ V. Accommodations/Differentiation: 1. Gifted Students- If the student finish early on the activities ask them to write down some rhymes they know in their head or look more up in the Dr. Seuss books. 2. Struggling Students- Will be paired with at least one proficient or gifted student that is good at buddying and assisting other students. VI. Assessment:

Formative- Students will be evaluated through informal observation, the thumbs up thumbs down check, check lists, and their papers from the book activity. Summative- In MY People House Assessment

VII. Reflective Response: A. Report of Student Performance-

B. Remediation Plan-

C. Personal Reflection1. How effective was my planning on delivering the lesson to fit the allotted time?

2. To what degree were my activities engaging for all learning styles? (Kinesthetic/tactile, auditory, and visual)

3. How can I improve this lesson?

VI. Resources: Childrens Literature: Seuss, Dr., Green Eggs and Ham. Beginner Books; Random House, Inc.. New York, NY, 1988. Print. Websites: Brain Pop Jr.. 2013. Rhyming words video. Retrieved from http://www.brainpopjr.com/readingandwriting/phonics/rhymingwords/ File Folder Fun. 2008. Space Rhymes File Folder Game. Retrieved from http://www.filefolderfun.com/Pages/KindergartenPhonics/SpaceRhymes.html Google Images. 2013. Dr. Seuss Illustrations. Retrieved from https://www.google.com/search?q=dr+seuss+illustration+art&source=lnms&tbm=isch&s a=X&ei=_9ZLUvCnAoXO8wSIqoHoCQ&sqi=2&ved=0CAcQ_AUoAQ&biw=1366&bi h=619&dpr=1#q=dr+seuss+illustrations&tbm=isch