ALEX Classroom Resource

  

A-Hunting We Will Go: Teaching Rhyming Through Musical Verse

  Classroom Resource Information  

Title:

 A-Hunting We Will Go: Teaching Rhyming Through Musical Verse

URL:

 http://readwritethink.org/classroom-resources/lesson-plans/hunting-will-teaching-rhyming-264.html?tab=1#tabs

Content Source:

 ReadWriteThink
Type: Lesson/Unit Plan

Overview:

Students first learn to sing the song "A-Hunting We Will Go" with its original verses and several new verses that support rhyming concepts. Then they brainstorm pairs of rhyming words and create their own verses for the song. As a follow-up activity, students can create original verses using other simple rhyming songs as a framework.

Content Standard(s):
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.
Tags: Construct a Word, Hunting We Will Go, rhyming, singing
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Author: Cassie Raulston
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