ECE 358 Phonological Awareness (PA) Activity

Name: Courtney Alexander

Title of Activity & #: A LOT of Rhyming (Activity # 1)
Grade: PreKindergarten
Concept on the PA Continuum: Rhyme
Group size: 1-5 students Approximate time: 20 minutes
TX PreK Guideline;
III. Emergent Literacy-Reading Domain
B. Phonological Awareness Skills
6. Child can produce a word that rhymes with a given
word.
(found at http://tea.texas.gov/index2.aspx?id=2147495508)
Objective: The child will drive a toy car to the parking space of the
picture that rhymes with the picture card drawn.
The child will draw another pair of rhyming pictures to add to
the game.
Vocabulary: Rhyme, yarn, goat, rake, clam, horn, fin, pin, hose
Source: http://www.jugglingwithkids.com/2011/10/sight-word-parkinglot.html
Materials:
1. Half-poster board, full sized poster board, or small poster boards
(depending on the size of the lot you want).
2. A sharpie or black marker to draw on the blacktop of the parking lot.
3. Rhyming picture cards found at http://blog.maketaketeach.com/diyrhyme-magnets/#_ or you can make your own picture cards.
4. At least one toy car for each student involved.
5. Magnetic tape or Velcro to place on the lot and on the back of the picture
cards.
6. Optional: a small container to store the cars in and a plastic baggie to
store the picture cards in.
7. Also optional: You may want to get both the parking lot and picture cards
laminated so that they can be durable and reusable over the years.
8. Storage of this activity would be in a small plastic container (to hold the
cards, cars, and instructions for the activity, if needed). The container
would then be placed on the parking lot board and finally stored on a shelf
wherever the center/guided practice part of the classroom for literacy is
located.
9. Pre-K guidelines found at http://tea.texas.gov/index2.aspx?
id=2147495508 .

Anticipatory Set: I will activate prior knowledge by reading a book that

rhymes to the students. For example, I might read Is Your Mama a Llama by
Deborah Guarino. I will take time throughout the book to place emphasis
on the end of the rhyming words, as well as asking the students to listen to
how those words sound alike. I will introduce the word rhyme to students
during this time.
Before activity question: Which words from the book rhyme?
Input or Modeling: (How will you show/demonstrate the skill so the student
will be able to complete the activity?)
First, I will go through the pictures with the students, to make sure that
they understand all of the vocabulary words involved in the activity.
1. I will draw a card from the pile, show the picture to the students,
and state the name of the object (or animal/ action) out loud.
2. I will use a think aloud strategy to explain that I am driving my
toy car to a particular parking space because it has the same ending
sounds. I will state what is in each picture, placing emphasis on the ending
sounds, so that they can really hear the similarity.
Guided Practice: Students will be completing the activity in turns. They
each draw a card, say the name of the object/animal/action out loud, drive
their toy car to the picture that rhymes with their picture, say the name of
both pictures, then say the sound that makes the pictures rhyme. After all
the cards have been drawn, students will draw their own rhyming pairs to
add to the game. They will present their pairs to the rest of the group.
During activity question: What else rhymes with your picture?
Check for Understanding: I will informally assess the learning of students
by documenting if they drive the car to the correct parking spots
throughout the game. In addition to this, I will informally assess students
by taking note of if their drawn pictures do indeed rhyme.
After activity question: What are some other words that rhyme?
Present your activity to a small group of children. How did they respond?
Would you make any changes to your activity or plan?
Since I usually have a hard time connecting with boys in my activities, I
wanted to create a game with a theme that typically peaks their interest. I
found that in my performing of the activity that both the boys and girls
were very engaged. They liked the choices of selecting their car and
creating their own pair of rhyming pictures. The children were very

supportive of each other and were willing to wait their turn. If I was to do
my activity over again I would make sure to include some pictures with
words that do not rhyme with any of the words on the lot, to make sure that
the students are not just guessing. I might also add words below the
pictures just to help children begin to associate the words with the
pictures. Finally, I might also allot more time for the activity to be
completed, so that the children can have more time to draw their rhyming
pairs.