Skill

RF.K.2.A.ii Produce rhyming words

 

Standard

CCSS.ELA-LITERACY.RF.K.2.A: Recognize and produce rhyming words.

 

Description

• Mastery: Student is able to produce words that rhyme from the rime (e.g. dime, time; picky, tricky). They can also produce rhyming with words in which the rhymes occurs at the second to the last part of the word (e.g. hallway, say, anyway).
• Acquiring: Student is able to produce similar sounds in oral speech. Student is able to produce which part of the word of the word (rime) is important for rhyming.

Probes

T: Tell me a word that rhymes with moon.
S: spoon

 

T: What rhymes with rim?
S: [real words] dim, gym, him, Kim, Tim or [nonsense words] bim, fim, lim, mim, nim, pim, sim, vim

 

T: Tell me two words that rhyme.
S: mat, cat

 

T: Tell me two words that do not rhyme.
S: bat, ball

 

Activities and Resources

 

Small Group Instruction – Direct Instruction

 

Identifying and Generating Rhyming Words, Body Parts Game (Step 5)

Identifying and Generating Rhyming Words, A Story About Fred

Find the Rhyme
Make a Big Book of Rhymes

Find a Rhyme with the Picture Card. (teacher w/ small group)

How to teach Rhyming

 

During Transitions

 

Identifying and Generating Rhyming Words, Body Parts Game (Step 5)

Phonics Rhyming Words Video (students listen only, since this is PA)

Songs (use rhyming songs)

 

Reinforce Skills/ Independent Work Time – Independent/Small Group Center Activity

 

Identifying and Generating Rhyming Words, Body Parts Game (Go to Step 5) Student partners

Find the Rhyme

Make a Big Book of Rhymes

Match the Rhyme with Pictures (teacher w/ small group)

PA.009 Rhyme Flip Book

 

Display (e.g. anchor chart):

 

Source: Printablee	Source: Tumblr

 

 

Phonological awareness does not refer to print. These images show words; however, you could use only the pictures to focus on the skill of rhyming.

Source: Link

Source: For The Love of First	Source: Tot Schooling

Considerations & Reminders

• Teachers should not present words or complex pictures to students when assessing this skill. Phonological awareness addresses the ability for the student to hear similar sounds in oral speech. Students should not be rhyming with print at this point.
• Rhyming is sometimes confused for alliteration. Teachers should make sure that they use true rhymes in their examples; this makes the concept of rhyming most comprehensible for students.
• Why is rhyming important?