ALEX | Alabama Learning Exchange

Getting the -ig in Pig: Helping Children Discover Onset and Rime

Classroom Resource Information

Title:

Getting the -ig in Pig: Helping Children Discover Onset and Rime

URL:

http://readwritethink.org/classroom-resources/lesson-plans/getting-helping-children-discover-103.html?tab=1#tabs

Content Source:

ReadWriteThink

Type:

Lesson/Unit Plan

Overview:

The study of onset and rime is crucial to the development of reading and writing in K-2 students. This lesson incorporates literature, independent and cooperative learning, critical thinking, and hands-on activities to engage students in learning the -ig rime. Students explore books and magazines for words that have the -ig rime, in addition to brainstorming their own words. Furthermore, assessment is included as students incorporate learned words in context and isolation. This lesson can be adapted to teach various word patterns and could be used for basic ELL instruction.

Content Standard(s):

English Language Arts ELA2021 (2021) Grade: K	R2. Use knowledge of phoneme-grapheme correspondences and word analysis skills to decode and encode words accurately. Unpacked Content Teacher Vocabulary: R2. Decode Encode Phoneme-grapheme correspondences Word-analysis skills Knowledge: R2. Students know: Phoneme (sound) to grapheme (letter or letters) correspondences to encode (spell) words accurately. Grapheme (letter or letters) to phoneme (sound) correspondences to decode (read) words accurately. Word-analysis skills. Skills: R2. Students are able to: Encode and decode words accurately using knowledge of phoneme-grapheme correspondences. Encode and decode words accurately using word-analysis skills. Understanding: R2. Students understand that: Mapping graphemes to phonemes is essential for learning to read or decode words efficiently. Mapping phonemes to graphemes is essential for learning to spell or encode words efficiently. Analyzing a word's structure helps to read and spell a word.
English Language Arts ELA2021 (2021) Grade: K	2. Actively engage in teacher-led reading experiences and collaborative discussions with peers to build background knowledge needed to be successful as they learn to read and, later, read to learn. Unpacked Content Teacher Vocabulary: 2. Actively engage Teacher-led reading experiences Collaborative discussions Background knowledge Peers Knowledge: 2. Students know: How to engage in teacher-led reading experiences and collaborative discussions with peers to build background knowledge. Skills: 2. Students are able to: Build background knowledge by actively engaging in teacher-led reading experiences and collaborative discussions with peers. Understanding: 2. Students understand that: They need to build background knowledge to be successful as they learn to read and read to learn. They need to actively engage in teacher-led reading experiences and discussions with peers to build their background knowledge.
English Language Arts ELA2021 (2021) Grade: K	9. Demonstrate early phonological awareness to basic phonemic awareness skills in spoken words. a. Count the number of words in a spoken sentence. b. Recognize alliterative spoken words. c. Recognize and produce pairs of rhyming words and distinguish them from non-rhyming pairs using pictures and/or spoken words. d. Count, blend, and segment syllables in spoken words, including compound words. e. Blend and segment onsets and rimes of single-syllable spoken words. f. Identify the initial, final, and medial sounds of spoken words. g. Blend and segment phonemes in single-syllable spoken words made up of three to four phonemes. h. Distinguish between commonly confused cognate consonant sounds, using knowledge of voiced and unvoiced sounds and manner of articulation. Examples: /t/ and /d/, /p/ and /b/, /ch/ and /j/, /s/ and /z/, /f/ and /v/, /k/ and /g/, /sh/ and /zh/, /th/ (voiced and unvoiced) Note: Standard 9 is important as a foundational phonemic awareness skill for all learners. Unpacked Content Teacher Vocabulary: 9. Demonstrate Early phonological awareness skills Basic phonemic awareness skills Spoken words 9a. Count Sentence 9b. Alliteration Beginning sound Phonemes 9c. Rhyming words Non-rhyming pairs 9d. Blend Segment Syllable Compound words 9e. Blend Segment Onset Rime Single-syllable 9f. Identify Initial sound Final sound Medial sound Spoken word 9g. Blend Segment Phonemes Single-syllable 9h. Distinguish Cognate consonant sounds Voiced Unvoiced Articulation Knowledge: 9. Students know: Early phonological awareness skills. Basic phonemic awareness skills. 9a. That spoken sentences are composed of individual words. 9b. That alliterative words begin with the same sound. 9c. Rhyming words. Non-rhyming words. 9d. A word is made up of one or more syllables. Syllables in spoken words are made of a sequence of sounds. Compound words have more than one syllable. 9e. The "onset" is the initial phonological unit of any word (e.g., c in cat). The term "rime" refers to the string of letters that follow the onset, usually a vowel and final consonants (e.g., at in cat). 9f. Spoken words have an initial, final, and medial sound. 9g. Phonemes are individual speech sounds. Single-syllable spoken words are composed of a combination of phonemes. Individual phonemes can be blended to create a complete spoken word or a spoken word can be segmented into its individual phonemes. 9h. Consonant sounds are produced by using different places and manners of articulation. Skills: 9. Students are able to: Demonstrate early phonological awareness to basic phonemic awareness skills in spoken words. 9a. Count the number of words in a spoken sentence. 9b. Recognize when spoken words begin with the same sound. 9c. Using pictures and/or spoken words, Recognize pairs of rhyming words. Produce pairs of rhyming words. Distinguish non-rhyming words from rhyming words. 9d. Count syllables in spoken words, including compound words. Blend syllables in spoken words, including compound words. Segment syllables in spoken words, including compound words. 9e. Blend a spoken onset and rime to make a complete single-syllable word. Segment a single-syllable spoken word into its onset and rime. 9f. In spoken words, Identify the initial sound. Identify the final sound. Identify the medial sound. 9g. Blend three to four phonemes to make a single-syllable spoken word. Segment a single-syllable spoken word into three to four phonemes. 9h. Distinguish between commonly confused cognate consonant sounds by using their knowledge of voiced sounds, unvoiced sounds, and each sound's place and manner of articulation. Understanding: 9. Students understand that: The sounds of spoken language work together to make words. 9a. Sentences are made up of individual words. 9b. Alliterative words are two or more adjacent or closely connected words that begin with the same sound. 9c. Words that rhyme have the same vowel and ending sound. 9d. A syllable is a unit of speech that is organized around a vowel sound, so all syllables must have at least one vowel. 9e. The "onset" is the initial phonological unit of any word (e.g., c in cat) and the term "rime" refers to the string of letters that follow, usually a vowel and final consonants (e.g., at in cat). An onset and rime can be blended to make one complete single-syllable word, or a single-syllable spoken word can be segmented into its onset and rime. 9f. Spoken words have initial (first), final (last), and medial (middle) sounds. 9g. Blending is the ability to hear each individual sound in a word, join the sounds together, and produce the word. Segmenting is the ability to break a word down into its individual sounds. 9h. The knowledge of voiced and unvoiced consonant sounds, in addition to their place and manner of articulation, is required for the proper pronunciation of spoken words and the accurate decoding and encoding of written words.
English Language Arts ELA2021 (2021) Grade: K	15. Orally read and reread grade-appropriate decodable texts smoothly, accurately, and expressively, at an appropriate rate to support comprehension. Unpacked Content Teacher Vocabulary: 15. Fluency Orally read Grade-appropriate decodable texts Smoothly Accurately Expressively Appropriate rate Comprehension Knowledge: 15. Students know: Fluent reading requires accurate decoding. Fluent reading is smooth and expressive. Reading at an appropriate rate will support their comprehension. Skills: 15. Students are able to: Fluently read grade-appropriate decodable texts with accuracy and expression. Read orally at an appropriate rate. Comprehend text that they read aloud. Understanding: 15. Students understand that: Reading smoothly, accurately, expressively, and at an appropriate rate, supports comprehension, or their understanding of the text.
English Language Arts ELA2021 (2021) Grade: 1	R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation. Unpacked Content Teacher Vocabulary: R1. Active Listening Discussion Conversation Rules Participation Knowledge: R1. Students know: Active listening skills. Agreed-upon rules for participation. Skills: R1. Students are able to: Demonstrate active listening skills during discussion and conversation in pairs, small groups, or whole-class settings. Converse in pairs, small groups, and large groups. Practice the agreed-upon rules for participation. Understanding: R1. Students understand that: Conversations and discussions follow agreed-upon rules to help us actively listen and gain understanding.

Tags:

Construct a Word, cooperative learning, critical thinking, ELL, literature, magazines, onset, rime

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Author:

Cassie Raulston

ALEX Classroom Resource

Getting the -ig in Pig: Helping Children Discover Onset and Rime