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Hey Diddle, Diddle! Generating Rhymes for Analogy-Based Phonics Instruction

Classroom Resource Information

Title:

Hey Diddle, Diddle! Generating Rhymes for Analogy-Based Phonics Instruction

URL:

http://readwritethink.org/classroom-resources/lesson-plans/diddle-diddle-generating-rhymes-216.html

Content Source:

ReadWriteThink

Type:

Lesson/Unit Plan

Overview:

In this lesson, shared reading, guided reading, and small, cooperative-group instruction are used in a first-grade classroom to informally assess students' ability to demonstrate awareness of rhyme or other visual similarities in words. Students practice matching rhyming words using picture cards and apply phonological awareness—hearing rhyme—to analogy-based phonics (i.e., an ability to decode unknown words by identifying words with similar visual structure). Students use online resources to increase phonological awareness through rhyme.

Content Standard(s):

English Language Arts ELA2021 (2021) Grade: 1	2. Actively participate in shared reading experiences and collaborative discussions to build background knowledge and learn how oral reading should sound. Examples: read-alouds, oral dramatic activities Unpacked Content Teacher Vocabulary: 2. Participate Shared reading Background knowledge Oral reading Knowledge: 2. Students know: The process of shared reading experiences and collaborative discussions. Shared reading and collaborative discussions can increase their background knowledge. How fluent oral reading sounds. Skills: 2. Students are able to: Participate in shared reading and discussions to build background knowledge and learn new information. Describe how oral reading should sound. Understanding: 2. Students understand that: Actively participating in shared reading experiences and collaborative discussions can build their background knowledge. Listening to others read aloud can help improve their oral reading skills.
English Language Arts ELA2021 (2021) Grade: 1	6. Demonstrate basic to advanced phonological and phonemic awareness skills in spoken words. a. Count, blend, segment, and delete syllables in spoken words, including polysyllabic words. Examples: par-ti-cu-lar, cer-ti-fi-cate b. Recognize and produce groups of rhyming words and distinguish them from non-rhyming groups of spoken words. c. Produce alliterative words. d. Blend and segment phonemes in single-syllable spoken words made up of three to five phonemes, including words with consonant blends. e. Add, delete, and substitute phonemes at the beginning or end of spoken words made up of three to five phonemes, and produce the resulting word. Examples: pan to pant; flight to light; cat to cap f. Distinguish long from short vowel sounds in spoken, single-syllable words. g. Distinguish between commonly-confused vowel sounds and commonly-confused cognate consonant sounds, using knowledge of mouth position, voiced and unvoiced sounds, and manner of articulation. Examples: /f/ and /v/, /p/ and /b/, /t/ and /d/, /k/ and /g/, /m/ and /n/, /ng/ and /n/, /s/ and /z/, unvoiced /th/ and voiced /th/, /ch/ and /sh/, /ĕ/ and /ā/, /ĕ/ and /ă/ Note: This is extremely important as a foundational phonemic awareness skill for all learners. h. Identify the sound substitution in words with five to six phonemes. Example: strips/straps, square/squire Unpacked Content Teacher Vocabulary: 6. Demonstrate Phonological awareness skills Phonemic awareness skills Spoken words 6a. Count Blend Segment Delete Syllables Spoken words Polysyllabic words 6b. Recognize Produce Rhyming words Distinguish Non-rhyming 6c. Alliterative 6d. Blend Segment Phonemes Single-syllable spoken words Consonant blends 6e. Add Delete Substitute Phonemes 6f. Vowel Long Vowel Sound Short Vowel Sound Single-syllable spoken words 6g. Distinguish Vowel sounds Cognate consonant sounds Mouth position Voiced sounds Unvoiced sounds Articulation 6h. Substitution Phonemes Knowledge: 6. Students know: Basic to advanced phonological and phonemic awareness skills. 6a. Syllables in spoken words. Polysyllabic words. 6b. The features of rhyming words. The features of non-rhyming words. 6c. The features of alliterative words. 6d. Phonemes in single-syllable spoken words. Consonant blends. 6e. Phonemes in single-syllable spoken words. Phonemes in spoken words can be manipulated. 6f. Long vowel sounds. Short vowel sounds. 6g. Vowel sounds. Cognate consonant sounds. The mouth position, voicing, and manner of articulation of speech sounds. 6h. Sound substitution. Skills: 6. Students are able to: Demonstrate basic to advanced phonological and phonemic awareness skills in spoken words. 6a. Count syllables in spoken words, including polysyllabic words. Blend syllables in spoken words, including polysyllabic words. Segment syllables in spoken words, including polysyllabic words. Delete syllables in spoken words, including polysyllabic words. 6b. Recognize groups of rhyming words. Produce groups of rhyming words. Distinguish groups of non-rhyming words from groups of rhyming words. 6c. Produce alliterative words. 6d. Blend phonemes in single-syllable spoken words made up of three to five phonemes, including words with consonant blends. Segment phonemes in single-syllable spoken words made up of three to five phonemes, including words with consonant blends. 6e. Using spoken words made up of three to five phonemes, Add phonemes at the beginning or end of a word and produce the resulting word, such as changing pan to pant. Delete phonemes at the beginning or end of a word to produce the resulting word, such as changing flight to light. Substitute phonemes at the beginning or end to produce the resulting word, such as changing cat to cap. 6f. Identify long vowel sounds. Identify short vowel sounds. Distinguish between long and short vowel sounds in spoken words. 6g. Using knowledge of mouth position, voiced and unvoiced sounds, and manner of articulation, distinguish between commonly-confused vowel sounds and cognate consonant sounds. 6h. In words with five to six phonemes, identify sound substitutions, such as identifying the vowel sound changed in the word pair strips/straps. Understanding: 6. Students understand that: Being able to identify and manipulate the sounds in spoken words will help improve their reading, spelling, and writing abilities. 6a. Being able to to identify and manipulate syllables in spoken words will help improve their reading, spelling, and writing abilities. 6b. Words that rhyme have the same vowel and ending sound. 6c. Alliterative words begin with the same sound. 6d. Blending is the ability to hear the individual sounds in a spoken word, join the sounds together, and produce the word. Segmenting is the ability to break words down into their individual sounds. 6e. Adding, deleting, and substituting phonemes at the beginning or end of spoken words changes the resulting word. 6f. One letter can make different sounds depending on its context. When a letter makes the sound of its letter name, it is considered a long vowel. When a letter makes a sound other than its name, it is considered a short vowel. 6g. The knowledge of mouth position, voiced and unvoiced sounds, and manner of articulation is required for the proper pronunciation of words. The ability to distinguish commonly-confused sounds will help them become better readers, spellers, and writers. 6h. A word's meaning and pronunciation will be altered if one sound is changed.
English Language Arts ELA2021 (2021) Grade: 1	8. Apply previously-taught phoneme-grapheme correspondences to decodable words with accuracy and automaticity, in and out of context. Unpacked Content Teacher Vocabulary: 8. Phoneme-grapheme correspondences Decodable words Accuracy Automaticity In context Out of context Knowledge: 8. Phoneme-grapheme correspondences in decodable words. Accuracy is getting something correct, and automaticity is reading the word quickly without having to sound it out. Skills: 8. Students are able to: Accurately and automatically decode words by applying previously-taught phoneme-grapheme correspondences, in and out of context. Understanding: 8. Students understand that: Fluent readers use known phoneme-grapheme correspondences to decode words correctly and quickly.
English Language Arts ELA2021 (2021) Grade: 1	9. Read grade-appropriate texts with accuracy and fluency. a. Read and reread grade-appropriate decodable text orally with accuracy and expression at an appropriate rate to support comprehension. b. Recognize and self-correct decoding and other errors in word recognition and reread for clarification. c. Participate in poetry reading, noticing phrasing, rhythm, and rhyme. Example: Pause between stanzas and between lines where punctuation indicates. Unpacked Content Teacher Vocabulary: 9. Grade-appropriate texts Accuracy Fluency 9a. Reread Grade-appropriate decodable text Accuracy Expression Appropriate rate Comprehension 9b. Recognize Self-correct Decoding errors Word recognition Clarification 9c. Participate Poetry Phrasing Rhythm Rhyme Knowledge: 9. Students know: Accurate reading is correctly decoding words. Fluent reading is reading at a rate that supports their overall understanding of the text. 9a. Reading accurately, with expression, and at an appropriate rate will support comprehension. 9b. Decoding errors. Word recognition errors. 9c. The features of poetry, including phrasing, rhythm, and rhyme. Skills: 9. Students are able to: Read grade-appropriate texts accurately and fluently. 9a. Read orally with accuracy. Read orally with expression. Read orally at an appropriate rate. Comprehend text that is read orally. 9b. Recognize decoding and word recognition errors. Recognize when their understanding of the text breaks down. Reread for clarification. Self-correct decoding and word recognition errors. 9c. Read poetry. Identify phrasing, rhythm, and rhyme in poetry readings. Understanding: 9. Students understand that: To make meaning of text, they must accurately decode words and read at a rate that supports their comprehension. 9a. Fluent readers accurately decode words in text, read text with expression, and read at an appropriate rate in order to comprehend the text. 9b. Fluent readers recognize when their understanding of the text breaks down and take action to understand the text by rereading for clarification. 9c. Poetry is a genre of text that uses distinctive style and rhythm to aid in the expression of feelings.

Tags:

Construct a Word, cooperative group instruction, guided reading, phonics, phonological awareness, rhyming, shared reading

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Author:

Cassie Raulston

ALEX Classroom Resource

Hey Diddle, Diddle! Generating Rhymes for Analogy-Based Phonics Instruction