New York State Academy for Teaching and Learning

New York State Academy for Teaching and Learning

Learning Experience

Personal Information

School Information

Title of Learning Experience: Rhyme Time!

NYS Standard/Performance Indicators: RF.K.2a&e

Level: Elementary

Common Core Standard: ELA

CCR Anchor: Phonics and Word Recognition

Strand: Reading for Foundational Skills (RF)

Standard: 2. Demonstrate understanding of spoken words, syllables, and sounds. (phonemes)

a.  Recognize and produce rhyming words

e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

**Located on pg. 22 of the Common Core Standards.

Peer Review Date: March 21, 2013

Peer Review Focus Question: Would I be able to incorporate another supporting standard?

How can technology be utilized in this LE?

Purpose/Rationale

Students explore rhyming and why different words rhyme. Students learn the purpose of phonemes in words and specific sounds of vowels and consonances together to form sounds that rhyme. Students also practice and demonstrate rhyming through developing and creating new words that rhyme using substitution of letters in one-syllabic words.

Enduring Understanding

Rhyming words is understood through phonemes and creating new words that rhyme starting with substituting the first letter.

Essential Question

What is a rhyming word?

Why do words rhyme?

Guiding Questions

What is the same between these two words?

What do you see that is similar?

How do the words sound?

How can you create a different word that rhymes with this word?

Key Vocabulary

Key vocabulary from the standard include: develop, create, syllable, phonics, and substitute rhyming words by the end of the lesson unit.

Key vocabulary for students include: rhyme, ending, phoneme, and syllable.

Level: Elementary

Common Core Standard: ELA

CCR Anchor: Phonics and Word Recognition

Strand: Reading for Foundational Skills (RF)

Standard: 2. Demonstrate understanding of spoken words, syllables, and sounds. (phonemes)

a.  Recognize and produce rhyming words.

e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

**Located on pg. 22 of the Common Core Standards.

Standard
RF.K.2a&e Pg. 22 / Instructional Task / Learning Objectives / Student Work / Assessment Tool
Demonstrate understanding of spoken words, syllables, and sounds. (phonemes). / With assistance from the teacher, use spoken words and sounds that are similar to each other. / With assistance from the teacher TSWBAT recognize words and sounds that rhyme from the text. / Verbally identifying words and sounds that rhyme from the text. / Observation from the teacher/anecdotal notes. The Zac the Rat text with underlining correctly.
a. Recognize and produce rhyming words. / With assistance from peers and teachers, recognize and identify rhyming words verbally. / With assistance from the teacher TSWBAT recognize words that rhyme by matching the pictures of each rhyming word together. / The Rhyme Time! Puzzle worksheet that requires students to cut and paste different pictures that rhyme, forcing students to recognize the rhyming words. (pg. 23) / Anecdotal notes taken by the teacher noting whether students recognized the words that rhyme. Informally looking at students completed work.
With assistance from peers and teachers, produce rhyming words using pictures. / With assistance from the teacher TSWBAT produce rhyming words by using pictures and completing a chart of words that have similar endings. / The Rhyme game requiring the students to identify a suffix and place it under a category with other words that have similar endings producing a list of rhyming words. (pg.22) / Anecdotal notes are taken on whether the student accurately matched the word in the column of rhyming words.
b. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. / With assistance from peers and teachers, substitute the beginning sound or letter of one-syllable word to make new words that rhyme together. / With assistance from the teacher TSWBAT substitute one letter into a one-syllable word creating a new word that rhymes with the original word at a level 3 based on the Rhyme Time! Rubric. / The Rhyme Time! Worksheet that students cut and paste pictures/words that rhyme next to each other. The students must then substitute one letter from the one-syllable word, making a new rhyming word that they write and draw. (pg. 24) / A four point Rhyme Time! Rubric is used with the following dimensions: understanding of sounds (phonemes) in words, recognizing rhyming words, producing new rhyming words, and prompting from teacher. (pg. 25)

The setting is a 6:1:1 special education classroom. There are 6 students (5 boys and 1 girl), one classroom teacher, one teacher assistant, and one supplementary aide in the room. Every student in the class is diagnosed with a disability and have an Individualized Education Plan (IEP). The students are primarily on a 1st grade level in ELA, math, and science; the students’ abilities range drastically. One low range student in particular in the classroom is low academically functioning. He cannot read, write, count, or recognize letters in the alphabet. An upper range student in the classroom is higher academically and has the ability to read on a 2nd grade level and he is working on multiplication of one-digit numbers. The other students in the class are in general standings academically; the students are able to read on a late 1st grade level as well as do one and two digit addition without regrouping. The students in this setting receive many services including: occupational therapy (OT), physical therapy (PT), speech therapy, and counseling. The students are constantly being pulled at different times for these services, making it rare to have all six students present in the classroom at the same time. Throughout this Learning Experience the regular classroom rules, policies, and procedures were used; similar to those in Appendix A. The classroom layout is also included in Appendix B with digital pictures attached.

Prior to Implementation

1. Know simplistic one-syllable words represented by pictures and words.
2. Identify ending phonemes within words.

During Implementation

1. Recognize suffix phonemes that sound similar.
2. Categorize words that rhyme.
3. Identify the fact that words rhyme because the suffix sounds similar.
4. Produce a new rhyming word using substitution.

After Implementation

1. Many words rhyme and have similar endings.
2. Writing words that rhyme together in a story or sentence can make it harder to say.

3.  Categorize words by their sounds and spellings.

Diagnostic

Prior to implementing the LE students complete a pre-test that is not graded (Appendix C). The pre-test is in the form of a worksheet and includes pictures with the word written underneath in two columns on the paper. Example: a picture of a man and the word “man” typed underneath. Students are asked to draw a line from a word in the right column to a word in the left column that rhymes.

Formative

Throughout the unit students learn the definition of rhyming words and why words rhyme by identifying that similar suffixes are what produce rhyming words. The teacher uses anecdotal noting to observe which students are achieving the intended goal of recognizing and producing rhyming words and which students need extra help or possibly an extra modification to grasp the concept.

Summative

To complete the rhyming unit, before the post-test (Appendix I) is given, students complete a cut and paste worksheet requiring students to match rhyming words and underline their suffixes to pictorially demonstrate that they understand the concept Appendix F). Students also produce a new rhyming word on the back of the worksheet by writing the word and drawing a picture of the new rhyming word. This worksheet is graded on the four point scale Rhyme Time! Rubric (Appendix G) on the following dimensions: understanding of sounds (phonemes) in words, recognizing rhyming words, producing new rhyming words, and prompting from teacher.

Student Name: ______Date: ______

Rhyme Time! Worksheet Rubric – Grade 10-12 years old
Dimension / Level 4 / Level 3 / Level 2 / Level 1
Understanding of sounds (phonemes) in words.
_____/4 points / All of the cut-out pictures are glued next to the correct matching rhyming word. / All of the cut-out pictures are glued next to the correct matching rhyming word except for one picture. / Two cut-out pictures are glued next to the incorrect matching rhyming picture. / Three or more cut-out pictures are glued next to the incorrect matching rhyming word.
Recognizing rhyming words.
_____/4 points / The endings to each word are underlined correctly showing the part of the word that rhymes in each scenario. / The endings are all underlined showing the part of the word that rhymes in each scenario with only one incorrectly underlined. / Endings of each word are underlined showing the part of the word that rhymes in each scenario with only two words incorrectly underlined. / Endings of each word are underlined showing the part of the word that rhymes in each scenario with three or more incorrectly underlined.
Producing new rhyming words.
_____/4 points / A new rhyming word corresponding to one of the pictures is drawn and written on the back with the ending underlined to show rhyming. / A new rhyming word corresponding to one of the pictures is drawn and written on the back. / A new rhyming word corresponding to one of the pictures is drawn or written on the back. / A new word is drawn and written on the back but it does not rhyme with any of the words from the front or not completed at all.
Prompting from teacher.
_____/4 points / The teacher gave no prompts to the student to correct a picture glued incorrectly or to complete work. / The teacher gave two prompts to the student to correct picture(s) glued incorrectly or to complete work. / The teacher gave three prompts to the student to correct picture(s) glued incorrectly or to complete work. / The teacher gave four or more prompts to the student to correct picture(s) glued incorrectly or to complete work.
Total: /16
Comments:

The 6:1:1 class consists of 5 boys and 1 girl. All students in the class have an IEP and receive multiple services throughout the day. The class varies in academic ability in the sense that one student particularly does not know letters or numbers and cannot write, where other students can read and write on a 1st or 2nd grade level. One student is partially deaf and has hearing aids as well as receives the service of hearing to help during certain activities and any formal assessment.

Pre and Post test assessments comparison.

**The chart is by student and what grade they received on the pre-test compared to the grade on their post-test.**

Classification of student work from the summative assessment (Appendix H & G):

·  Distinguished Students – Rubric score of 15-16

·  Proficient Students – Rubric score of 13-14

·  Developing Students – Rubric score of 12 or below

Summative Assessment Analysis
Level / Number of Students
Distinguished / 2
Proficient / 2
Developing / 2

Analysis of Data:

·  All students improved between the pre and post-test scores, except for one student who received 5 out of 5 on both tests.

·  Average rubric score from the summative assessment = 12/16

Threats to Validity

One possible threat to validity was history, because all students are constantly pulled out for services such as OT, PT which resulted in students missing parts or whole lessons. Students 5 and 6 were pulled out the most.

A second threat to validity was diffusion of treatment, because students interacted with each other and with aides or teachers when the work was independent.

Day 1

Anticipatory Set:

Before beginning the lesson with the students, I explain my expectations for the lesson and what we will be doing during the lesson. I then give the students a pre-test (Appendix C) in order to determine each student’s ability to rhyme. Upon completion of the pre-test, I ask the students to explain rhyming. Then I tell the students that words rhyme when they have the same ending or phonemes.

Input/Modeling:

I pull out small flash cards with endings on them (-an, -at, and -et). I show the students the endings and how they are underlined to show that any words ending with these letters rhyme. I explain to the students that we are going to play the Rhyme Game! (Appendix D). I give them a flash card and they have to determine which suffix or category it goes under, then demonstrating that all of the words under the same ending rhyme with each other. I give each student a flash card, one at a time going around the table several times, to observe whether or not the students are identifying and recognizing phonemes and understanding that those words rhyme. The students and I orally say each column of words before moving on to the next activity.

Guided Practice/Checking for Understanding:

I pass out two pages of the book “Zac the Rat” and the students cut out all of the pages and then assemble their books in numerical page order. The students and I then round table read the book one page at a time. Once we have finished reading the book, I ask the students if they heard any words that rhymed in the book. Several students answer and eventually we get to the words “ran”, “can”, “pan”, and “fan” rhyme in this book. I then ask the students why those words rhyme and sound the same, with students answering that the endings or phonemes are the same. The students and I underline the endings together in the book to make it visually clear that all the phonemes are the same.