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A lesson on Onset Rime using Hop On Pop

Subject:

Language Arts  

Grade:

1  

 

   Onset Rimes and Hop on Pop
by Kathleen Woolley
Grade Level: 1st
  

Goal: Students will improve their word identification skills and expand sight vocabulary

Objective: The students will be able to explain the concept of onset-rime analogy (realizing words ending in the same letters usually end in the same sound, and words beginning with the same letter usually begin with the same sound, and applying that knowledge to figure out unknown words).

   Materials:
Copy of Hop on Pop, by Dr. Suess
Chart Paper
Marker
Set/Initiation:
  

Since almost all first graders will have been exposed to the idea of patterns by this age, the teacher will start by asking if they remember some of the patterns they have been taught about. The teacher will ask for examples like AB, where two items alternate order, or AAB, where the same item is repeated twice in a row, and followed by a third different item, etc. Then the teacher will say that sometimes words follow a kind of pattern too, but different than the ones they know already. The patterns words follow have to do with letters and the sounds they make. Today they are going to learn about one pattern words follow. When the same letters are together in some words, they make the same sounds as they do in other words, these words rhyme. That makes it easier to figure out words that students don’t know when they’re reading. To start learning about these patterns, they are going to read a book with a lot of these kinds of words in it, called Hop on Pop.

Body:

The teacher will read Hop on Pop, bringing their attention to the way that the words ending in the same letters, end in the same sound. After the book is finished, the teacher will choose about five of the phonograms from that book, for example, ay, ad, at, ed, and ee. The teacher must choose phonograms that can be used to create a lot of words. Then, she will divide the chart paper into five wide columns, and write one phonogram at the top of each. Starting with ay, she will say the sound that those letters make together. Then, she will write one of the ay words used in the book in that column, for example, day, and say the sound of the first letter, and then the rime, and ask the class what the word is. Then, she will have the students name as many other words ending in the same two letters as they can. She will write what they say on the chart paper. Then, the same thing will be done for the other four columns and phonograms. After all the words are written on the paper, the teacher will ask for volunteers to read what the words say, starting with the ay column. She may also choose to just have the whole class read through them together, depending on the class. Then, she will write some simple sentences with some of the words they had talked about that day, (ex. He is mad, not sad), and call on students to read them out loud.

Closure:

The teacher will ask the class what they learned today. If no one gives this answer, she will say that they learned that some words that end in the same letters also end in the same sound. If none of the students say what they can use onset-rime analogies for, the teacher will say they can use them to figure out words they don’t know when they’re reading.

Assessment:

The assessment would be the oral responses of the students during the lesson. Also, the teacher could observe later if the students appeared to be using what they had learned about onset- rime analogies to help them decode unfamiliar words while they read.

Alternate strategies:

For students who don’t understand the concept of onset-rime analogies, the teacher will work with them individually or in a small group while the rest of the students are working on something else.

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