4. Video: See Rhyming in the Classroom
Rhyming Skill Explainer
Erin Kosteva, M.Ed.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
The production of speech sounds.
Articulation Skill Explainer
Syllables
Part of a word organized around a single vowel sound
(active)Onset-Rime
Two parts of a word: onset is the initial sound; rime is the vowel and any consonant sounds that follow it.
Phonemic Awareness
The ability to recognize and manipulate individual sounds within a spoken word
Phoneme Segmentation and Blending
- Overview of Phoneme Segmentation and Blending
- When to Teach Phoneme Segmentation and Blending
- How to Teach Segmentation and Blending
- Videos: See It in the Classroom
- Lesson Plans for Phoneme Segmentation and Blending
- Assessing Your Students
- What the Research Says
- Resource Hub: Phoneme Segmentation & Blending
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
The relationship between a phoneme and the grapheme that spells it
Letter Names and Sounds Skill Explainer
- Overview of Letter Names and Sounds
- When to Teach Letter Names and Sounds
- How to Teach Letter Names and Sounds
- Videos: See It in the Classroom
- Lesson Plans for Letter Names and Sounds
- Student Practice Activities
- Assessing Your Students
- For Students Who Need Additional Support
- What the Research Says
- Resource Hub: Videos, Lessons, Activities
Phonics Patterns
Common letter combinations found in words.
Short Vowels Skill Explainer
- Overview of Short Vowel Sounds
- When to Teach Short Vowel Sounds
- How to Teach Short Vowel Sounds
- Videos: See it in the Classroom
- Lesson Plans for Teaching Short Vowels
- Student Practice Activities with Short Vowels
- Assessing Your Students
- For Students Who Need Additional Support
- Resource Hub: Videos, Lessons, Activities
Closed Syllables Skill Explainer
- Overview of Closed Syllables
- When to Teach Closed Syllables
- How to Teach Closed Syllables
- Lesson Plans for Teaching Closed Syllables
- Videos: See It in the Classroom
- Student Practice Activities
- Assessing Your Students
- For Students Who Need Additional Support
- What the Research Says
- Resource Hub: Videos, Lessons, Activities
Glued Sounds Skill Explainer
Open Syllables Skill Explainer
Spelling with 'c' vs. 'k' Skill Explainer
- Overview of Spelling with 'c' vs. 'k'
- When to Teach Spelling with 'c' vs. 'k'
- How to Teach Spelling with 'c' vs. 'k'
- Lesson Plans for Spelling with 'c' vs. 'k'
- Videos: See It in the Classroom
- Student Practice Activities
- Assessing Your Students
- Students Who Need Additional Support
- Resource Hub: Videos, Lessons, Activities
Consonant Digraphs Skill Explainer
‘-ck’ Spelling Rule Skill Explainer
- Overview of the '-ck' Spelling Rule
- When to Teach the '-ck' Spelling Rule
- How to Teach the '-ck' Spelling Rule
- Videos: See It in the Classroom
- Lesson Plans for the '-ck' Spelling Rule
- Student Practice Activities
- Assessing Your Students
- Students Who Need Additional Support
- Resource Hub: Videos, Lessons, Activities
FLoSS(Z) Spelling Rule Skill Explainer
‘y’ as a Vowel Skill Explainer
Coming soon.
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
- Overview of '-tch' Spelling Rule
- When to Teach '-tch' Spelling Rule
- How to Teach '-tch' Spelling Rule
- Videos: See It in the Classroom
- Lesson Plans for '-tch' Spelling Rule
- Student Practice Activities
- Assessing Your Students
- Students Who Need Additional Support
- What the Research Says
- Resource Hub: Videos, Lessons, Activities
'-dge' Spelling Rule Skill Explainer
- Overview of '-dge' Spelling Rule
- When to Teach '-dge' Spelling Rule
- How to Teach '-dge' Spelling Rule
- Videos: See It in the Classroom
- Lesson Plans for '-dge' Spelling Rule
- Student Practice Activities
- Assessing Your Students
- Students Who Need Additional Support
- What the Research Says
- Resource Hub: Videos, Lessons, Activities
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
Handwriting, Spelling, and Typing
Methods for translating speech into written words
Handwriting and Letter Formation Skill Explainer
Sentence Writing
Composing a complete statement, question, exclamation, or idea with proper grammar and punctuation
Writing a Simple Sentence Skill Explainer
Sentence Expansion Skill Explainer
- Overview of Sentence Expansion
- When to Teach Sentence Expansion
- How to Teach Sentence Expansion
- Video: See It in the Classroom
- Lesson Plan for Sentence Expansion
- Student Practice Activities
- Assessing Your Students
- For Students Who Need Additional Support
- What the Research Says
- Resource Hub: Videos, Lessons, Activities
Features of Structured Literacy
A systematic and explicit approach to teaching reading based on research
Watch first grade teacher, Ashley Powell, from Enid, Oklahoma, introduces rhyme recognition to her class.
Rhyming with Ashley Powell
In this video, Ms. Powell, first introduces the skill, then delivers direct and explicit instruction to teach students how to recognize words that rhyme during whole class instruction.
Hide Video Transcript Show Video Transcript
Ashley Powell: Good morning, first graders.
Students: Morning.
Ashley Powell: We're going to work on practicing our awareness of words that rhyme, okay? Now what we want to do is we're going to play a game in here in a little bit that's called "body-part rhyme," okay? And I'm going to explain what that means later. But first, let's remind ourselves what rhyming words are. Okay? Words that rhyme have different beginning sounds, but the middle and ending sounds are the same. That's right. So let me think of these words. Hear these words, okay? The words are cat, hat. What are the words?
Students: Cat. hat.
Ashley Powell: That's right. Cat and hat rhyme. Because the first sound is different, but the middle and ending sounds, /ăt/, are the same: /c/, /ăt/ ... /h/, /ăt/. Okay. Now listen to these two words. Are you listening? Cat, fish. What are the words?
Students: Cat, fish.
Ashley Powell: That's right. Show me what you think. Do Cat and fish rhyme? Those don't rhyme. You guys are all showing me this. Good job. Rebecca. Why do you think that Cat and fish don't rhyme?
Rebecca: Because they don't have the same middle and ending sounds.
Ashley Powell: That's right. They don't have the same ending and middle sounds. What's the rhyme in Cat?
Rebecca: /ăt/
Ashley Powell: Good job. And what's the rhyme in fish?
Rebecca: /ish/
Ashley Powell: /ish/. Good job. Okay, so let's think of some others. Are you ready? Cup, tough.
Students: "Cup," "tough."
Ashley Powell: That's right. What do we think of those? Rhyme or don't rhyme? Cup. Tough. Okay. Some of us are maybe in the middle. Zanaya, what do you think? You said they don't rhyme. Why don't those words rhyme?
Zanaya: Because tough has /f/ sound and cup has a /p/ sound.
Ashley Powell: Okay? That's right. And cup has a /p/ sound at the end. All right, so let's try our game. Are you ready to play a game?
Students: Yeah. Yeah.
Ashley Powell: All right. This game is called the body-part rhyme. Okay? And what we're going to do is I'm going to say a sentence, and in that sentence is a word. And then you're going to touch the part of your body that rhymes with that word. Are you ready? Say pup.
Students: Pup.
Ashley Powell: Now please stand ...
Students: Up.
Ashley Powell: Good job. When I say that sentence say, "Pup. Now please stand up." What are the two words that rhyme? Yes, Ethan?
Students: Pup, up.
Ashley Powell: Pup and up have the same rhyme. And what is the rhyme? Ethan?
Students: /ǔp/
Ashley Powell: Good job. /ǔp/. All right. Are you ready? Say fear.
Students: Fear.
Ashley Powell: Like if I'm have ... if I'm afraid of something, I have fear. I have a fear of heights. Say fear again.
Students: Fear.
Ashley Powell: Now touch your ...
Students: Ear!
Ashley Powell: Ear. Good job. Which two words rhymed? Leenix. Yes, sir.
Students: Fear and ear.
Ashley Powell: Fear and ear rhymed. Good job. Let's do another one. Say hose.
Students: Hose.
Ashley Powell: Like what water comes out of. Say it again, I'm sorry. Say hose.
Students: Hose!
Ashley Powell: Now touch your ...
Students: Now touch your nose! Nose!
Ashley Powell: Nose. Can you think of another body part? That ... ? [gasp] Leenix, can you touch it? Instead of raising your hand, can you touch what other body part rhymes with hose? Your toes! Good job. So we had two on that one, too. Say bear, like a cuddly bear.
Students: Bear.
Ashley Powell: Bear. Say again. Say bear.
Students: Bear!
Ashley Powell: Now touch your ...
Students: Hair!
Ashley Powell: Hair. Good job. Which two words rhyme? Layla? Yes, ma'am.
Students: Bear and hair.
Ashley Powell: Bear and hair. Good. Let's do one more. Say week, like the day of the week.
Students: Week!
Ashley Powell: One more time. Say week.
Students: Week!
Ashley Powell: Now touch your ...
Students: Feet!
Ashley Powell: Okay, now do week and feet have the same middle and ending sound?
Students: No.
Ashley Powell: What's the last sound? Layla, I heard you say "no." What's the last sound in feet?
Students: /t/
Ashley Powell: And then what's the last sound in week? /w/, /ē/, /k/. Are /t/ and /k/ the same sound?
Students: No.
Ashley Powell: Okay, so let's think of a different one because those ones have different last sounds. Say week again.
Students: Week.
Ashley Powell: Now touch your ...
Students: Cheek!
Ashley Powell: Okay, let's say that one again. Say week.
Students: Week!
Ashley Powell: Now touch your ...
Students: cheek!
Ashley Powell: Good job. Which two words rhyme? Cannon? Yes, sir?
Cannon: Week.
Ashley Powell: And my ...
Cannon: cheek.
Ashley Powell: Good job. All right, now we're going to finish this list. Finish this up. Listen to this last one. Are you ready? Say clown.
Students: Clown.
Ashley Powell: Say it one more time. Clown
Students: Clown
Ashley Powell: Now please sit ...
Students: down!
Ashley Powell: Good job. First graders, give yourselves a round of applause. [clapping] Good job.
Announcer: For more information, please visit ReadingUniverse.org. Special thanks to Eisenhower Elementary School, Enid Public Schools, and the Oklahoma State Department of Education. Reading Universe is made possible by generous support from Jim and Donna Barksdale, the Emily Hall Tremaine Foundation, and two anonymous donors. Reading Universe is a service of WETA, Washington D.C, the Barksdale Reading Institute, and First Book.
Ashley Powell: This is Reading Universe.
Recognizing rhyming words is easier than producing them. Therefore, instruction follows a sequence of repetition, recognition, then production.
