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All About Teaching Reading & Writing
Taxonomy
Skill Explainer

3.3 Independent Student Practice with Rhyming

Rhyming Skill Explainer

Erin Kosteva, M.Ed.
The Simple View of Reading

Word Recognition x Language Comprehension = Reading Comprehension

Assessment

The process of measuring students' progress and providing information to help guide instruction

(active)
Word Recognition

The ability to see a word and know how to pronounce it without consciously thinking about it

(active)
Phonological Awareness

A group of skills that enable you to recognize and manipulate parts of spoken words

Articulation

Syllables

(active)Onset-Rime

Phonemic Awareness

Phonics

A method for teaching children the relationship between spoken sounds and written letters so they can learn to decode and encode

Sound-Letter Correspondence

Phonics Patterns

Common letter combinations found in words.

Short Vowels Skill Explainer
Closed Syllables Skill Explainer
Glued Sounds Skill Explainer
Open Syllables Skill Explainer
Spelling with 'c' vs. 'k' Skill Explainer
Consonant Digraphs Skill Explainer
Blends Skill Explainer
‘-ck’ Spelling Rule Skill Explainer
FLoSS(Z) Spelling Rule Skill Explainer
‘y’ as a Vowel Skill Explainer

Coming soon.

    Magic 'e' Skill Explainer
    Soft 'c' and Soft 'g' Skill Explainer

    Coming soon.

      R-Controlled Vowels Skill Explainer

      Coming soon.

        Vowel Teams and Dipthongs Skill Explainer

        Coming soon.

          '-tch' Spelling Rule Skill Explainer
          '-dge' Spelling Rule Skill Explainer
          Consonant '-le' Skill Explainer

          Coming soon.

            Schwa Skill Explainer

            Coming soon.

              Irregularly Spelled High-Frequency Words

              High-frequency words that have a part of their spelling that has to be memorized

              Irregularly Spelled High-Frequency Words

              Multisyllable Words

              Words that have more than one word part

              Prefixes

              How to add meaningful beginnings to words

              Suffixes

              How to add meaningful endings to words

              Language Comprehension

              The ability to understand the meaning of spoken words

              Reading Comprehension

              The ability to understand the meaning of printed text

              Text Considerations

              Characteristics of a text that impact the ease or difficulty of comprehension.

              Strategies and Activities

              How a reader approaches a specific text, depending on their purpose for reading

              Reader’s Skill and Knowledge

              The skills and knowledge a reader brings to the reading task that are necessary for comprehension

              Sociocultural Context

              Elements in a classroom that affect how well a child learns to read

              Fluency

              The ability to read accurately with automaticity and expression

              Fluency: Accuracy, then Automaticity

              Reading or decoding words correctly (accuracy) and reading at an appropriate rate (automaticity)

              Accuracy, then Automaticity Skill Explainer

              Coming soon.

                Fluency: Expressive Text Reading

                Reading characterized by accuracy with automaticity and expression

                Expressive Text Reading Skill Explainer

                Coming soon.

                  Writing

                  The act of putting thoughts into print using transcription and composition skills

                  Features of Structured Literacy

                  A systematic and explicit approach to teaching reading based on research

                  Once you have explicitly modeled rhyming and students have practiced with your support, they should continue practicing to build accuracy and fluency. However, in the case of rhyming, we don't need them to completely master the skill. Rhyming is simply an exercise to support the understanding of onset and rime as word parts and to recognize sounds when they are the same and when they are different. The purpose of teaching students to recognize and produce rhymes is to prepare them for success with phonemic awareness tasks. 

                  To provide general practice for rhyme recognition and production, read-alouds and classroom games can help stimulate rhyme awareness. Here are a few we recommend.

                  Read-Alouds

                  I can't said the ant book cover

                  I Can’t Said the Ant

                  • By: Matthew Polly
                  • Genre: Fiction
                  • Age Level: 3-6
                  A huge hog is a big pig book cover reading universe

                  A Huge Hog Is a Big Pig

                  • By: Francis McCall (Author), Patricia A. Keeler (Author)
                  • Genre: Non-Fiction
                  • Age Level: 3-6
                  Whose toes are those book cover reading universe

                  Whose Toes are Those?

                  • By: Jabari Asim (Author), LeUyen Pham (illustrator)
                  • Genre: Non-Fiction
                  • Age Level: 3-6

                  Student Practice Activities

                  A sample image of the printable student activity, Clip it Rhyming.

                  Clip It! Rhyming Activity

                  In this printable activity, students practice rhyming words using picture strips and clips!

                  A sample image of the printable student activity, Body Part Rhyme.

                  Body Parts Rhyming Game

                  This is a fun and easy game to help children identify and generate rhyming words — no materials are needed. Children just need to know parts of the body!

                  Movement Activities

                  These videos are quick activities (2-3 minutes) that get children listening and moving. They follow along with Jack Hartmann who will say pairs of words. Children make certain moves if the words rhyme and freeze (or do different moves) if the words do not rhyme.

                  Reading Universe is made possible by generous support from Jim & Donna Barksdale; the Hastings/Quillin Fund, an advised fund of the Silicon Valley Community Foundation (opens in new window); the AFT (opens in new window); the Emily Hall Tremaine Foundation (opens in new window); and three anonymous donors.