ALEX Classroom Resource

  

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:

 https://www.readwritethink.org/classroom-resources/lesson-plans/diddle-diddle-generating-rhymes#ResourceTabs4

Content Source:

 ReadWriteThink
Type: Lesson/Unit Plan

Overview:

In this lesson, shared reading, guided reading, and small, cooperative-group instruction are used in the 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
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.
English Language Arts
ELA2021 (2021)
Grade: 1
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
Unpacked Content
Teacher Vocabulary:
R3.
  • Background knowledge
  • Vocabulary
  • Discussion
Knowledge:
R3. Students know:
  • Relating experiences through discussions, writing, and reading will help build background knowledge and improve vocabulary.
Skills:
R3. Students are able to:
  • Connect new concepts to prior experiences to increase background knowledge through discussions, reading, and writing.
  • Construct the meaning of words through discussions, reading, and writing.
Understanding:
R3. Students understand that:
  • Background knowledge can increase by relating experiences to new ideas, topics, and words while participating in discussions, reading, and writing.
  • Vocabulary will increase by constructing the meaning of words while participating in discussions, reading, and writing.
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.
Tags: analogybased phonics, guided reading, phonics, rhyme, shared reading
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Author: YVETTE AKRIDGE
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