Shannon Kievit

Large Group Lesson Plan

EDC 493

"Cock-a-doodle-doo! Barnyard Hullabaloo" Rhyming

Description

Subject: Literacy

Topic: Rhyming

Population of Students: General education

Grade: Preschool

Number of Students: 18

Grouping: Large group

Time: 25 minutes

Standards: Creative Curriculum

Phonological Awareness/Phonics and Word Recognition

11b. Decides whether two words rhyme

Goal: Children will be able to successfully determine if two spoken words rhyme.

Rationale: The ability to rhyme is important for children to master because it is a

foundational skill that will increase future success in reading and writing. Rhyming is an
important skill that helps prepare children to successfully identify word families, break
words into smaller parts, identify smaller words within larger words, and become familiar
with patterns and structure of written and spoken language. Rhyming is important for
increased phonemic awareness understanding and capabilities.

Objectives: Throughout the story, "Cock-a-doodle-doo! Barnyard Hullabaloo," children will

be able to successfully determine if two words rhyme by indicating with thumbs up or
thumbs down. (Thumbs up meaning rhyme, thumbs down meaning not a rhyme.)

Materials:

 "Cock-a-doodle-doo! A Barnyard Hullabaloo" by Giles Andreae and David Wojtowycz

Teacher Preparation: The teacher should be familiar with the text and prepare which
words the children will 'test' to see if they rhyme. Optional: This book might be too long
for all children to sit through; if needed, plan to skip some paragraphs that are not
necessary.

Assessment

Formative Assessment: Observe as children indicate rhyming or non-rhyming pairs of

words throughout the story with either thumbs up or thumbs down.

Assessment of Prior Knowledge: Childrens' prior knowledge will be assessed prior to

reading the story by practicing rhyme identification. Give children a pair of words that
rhyme and a pair of words that don't rhyme. Children will identify rhyming words with
thumbs up and non-rhyming words with thumbs down. Throughout lesson, carefully watch
the children who had misconceptions during the assessment of prior knowledge.

Procedures

Preparing Students for the Lesson:

 Behavior expectations
o Sitting on criss cross on the carpet
o Hands in lap and to themselves
o Mouths quiet and ears listening during the story
o Not moving around the carpet
o Hands and thumbs are not moving unless identifying rhymes/non-rhymes

Introduction:

 Prepare children for the lesson and introduce the book

 "5, 4, 3, 2, 1, 0. Everyone should be sitting on the carpet on their bottom, hands in
their lap, voices off. Today I have a story called 'Cock-a-doodle-doo! Barnyard
Hullabaloo.' This is a rhyming book. As I read it, we are going to stop and practice
rhyming. Sometimes I'm going to stop and ask you to put your thumbs up if two
words rhyme, or thumbs down if the words do not rhyme. I will tell you when to put
your thumbs up or down—hands and thumbs should not be moving unless I ask you
to. Be listening for rhyming words as I'm reading. Also, pay attention to the time of
day—the story is going to begin as the sun is rising and all the animals are waking
up, but at the end of the story, it's going to be night time when the sun has gone
down and the animals are going to sleep."
 Assess prior knowledge
 "Before we start reading, put on your really good listening ears. I'm going to say
two words. If the words rhyme, put your thumbs up. If the words do not rhyme,
give me thumbs down."
 "Dog. Log."
  "Yes, these words rhyme. Put your thumbs down."
 "Cat. Bear."
 "No, these words to do not rhyme. Put your thumbs down."
 "Now I'm going to start reading, so I need your mouths quiet, ears listening, and
hands in your lap. Remember, you're listening for rhyming words and watching for
the sun rising and the sun going down at the end of the story."
 Begin reading story—as necessary stop for behavioral reminders

Body:

 Read the story

 Throughout story stop at pre-planned places and ask children to identify if two
words rhyme or not—children will identify rhyming words with thumbs up and non-
rhyming words with thumbs down (Do not stop at every pair of rhyming words; this
would become too long for the children to stay engaged and focused)
 Example:
o "Fly. Try. Do these words rhyme?" (Yes, children should have thumbs up)
o "Born. End. Do these words rhyme? (No, children should have thumbs down)
 After each set of words, tell children to put their thumbs down

Conclusion:

 Conclude the lesson and move into small group time

 "Did you notice on the last page how the sky was dark and all the animals had gone
to sleep? This was a fun book to help us practice rhyming. You are all becoming such
good rhymers! You should be proud of yourselves. Next we are doing small groups.
For small groups today, you are going to choose a basket to work at."
 Dismiss children for small group work
 "I would like the boys to stand up and walk to a table. I would like the girls to stand
up and walk to a table."

Differentiation

General Differentiation Plans: If children are not being good listeners at the carpet,
move them to a different spot at the carpet to sit—move them away from their
distraction. If children are not participating in identifying rhymes with their thumbs
up/down, individually call the child's name and ask him/her if they should have thumbs up
or down. For children to need support in identifying rhymes, prompt the child to listen to
the end of the word—tell them rhyming words are words that have end parts that sound
the same. For children who have mastered identification of rhymes, begin asking them to
supply rhymes for specific words from the story.
Plans to Reteach: For children who need more practice with rhyme identification, pull
individual children aside and work on rhyming individually with the child. Use the rhyme
flashcards to work with the child. Prompt the child to listen to the ending sounds of the
words—if the ends sound the same, the words rhyme. Perhaps, start with easier word pairs
to build the child's confidence in identification of rhymes.

Plans to Extend: For children to have mastered rhyme identification, ask them to supply
rhymes to specific words from the story.