Lara Iaderosa, Erin Herrmann,

Kelsey Payne, Mitch Cuckovich

I.

Learners:

A. Features of Learning:
1. Experimenters are aware that they must read text the same way in
different books. They understand that text structures are universal
throughout all books--structures such as punctuation and reading words
left-to-right (99).
2. Experimenters notice the relationship between phonemes, or the
smallest unit of sound, in spoken words and letters in written words. They
are able to piece together sounds to make logical words, and understand
that a sound is made up of a letter or group of letters (90).
3. Experimenters can recognize, talk and think about the names and
properties of letters. This is called metalinguistic awareness (92).
4. Experimenters achieve sounding literate when they pretend to read
and write. As students tell stories and look at books written in English,
they begin to use literacy language such as once upon a time or the
end (97).
5. Experimenters move away from the first stage of spelling and advance
on to the second, third, and fourth stages (Emergent spelling, Early Letter-

Name or Early Alphabetic Spelling, Middle Letter-Name or Middle

Alphabetic Spelling). In these stages they learn things like directionality,
writing the letters of the alphabet, sounding out words and assigning
logical letters to the sounds, etc. (103).
B.

Diverse Learners:

1a. Diverse Cultural Background

1b. Three students are Chinese-Americans
1c. Culturally Responsive Instruction: This refers to instructing
students based on the values and aspects of the students own culture. It
aims to improve learning by staying consistent with students traditions
(174).
Example: In Chinese schools, a teacher may ask a student up to the
board if he or she does not understand a problem. The teacher will
ask the student to do the problem on the board, so that the class can
assist in helping the student understand better. This would be a good
exercise for a Chinese student who is used to this, and who needs
help understanding a problem (study conducted by the University of
Michigan).

1d. Additive Approaches: These approaches emphasize and expand upon

students diverse cultures and languages, rather than detracting from them
and trying to blend them into mainstream values. (339)
Example: Incorporating Chinese culture throughout the semester.
Read some books during group reading to the class about Chinese
cultures, teach some Chinese charactersdifferentiating them
between Chinese and English. Eventually, have a Chinese New
Year celebration encompassing the information that they have
learned throughout the semester. During this time, encourage the
Chinese students to share and embrace their culture.
1e. Multicultural Literature: This incorporates literature that differs
from mainstream culture. Examples and stories from other cultures are
consistently included so that the students become more aware of the
variety of cultures outside of their own (169).
Example: Reading picture books throughout the year that
encompasses Chinese culture and/or families and discuss with
students, pointing out the differences and similarities in the
mainstream culture (i.e. the main character of the story eats with
chopsticks instead of a fork).

2a. English Language Learners (ELL)

2b. Seven students speak Spanish as their first language.
2c. ELL Interactive Read Aloud Procedure: This is a very specific
procedure that teaches vocabulary and comprehension in several
specific steps: 1) Introduce new vocabulary words from a book (pointing
to illustrations in the book, displaying objects, or providing
dramatizations). 2) Read part of the text and point out new vocabulary
words throughout the book (providing short definitions, pointing to
illustrations, or using dramatic gestures/facial expressions). 3) Ask three
questions after the text portion is finished (requiring children to use the
ideas and the vocabulary from the story). 4). Assist children in
remembering events in the text that you read and have students discuss
(their experiences related to the story or to the three vocabulary words).
5) Throughout the following days, continue the exercise of remembering
the storys events before reading more of the book (338).
Example: Read If You Give A Mouse A Cookie by Laura Joffe
Numeroff to students, broken up between several different days to
make sure that the ELL students understand concepts that they may
not be familiar with. Introduce the students to new vocabulary and

concepts each day, and have the students recall what they read
about on the previous day. Everyday, the events and vocabulary of
the story will become more concrete. Along the way, ask the
students simple who? and what? questions to utilize the new
vocabulary. By the end, the whole story will be reread a final time
to wrap up the procedure.
2d. Shared Language: Continually using common words or phrases in
the English language when describing a reading or writing activity (340).
Example: Repetitively emphasizing different aspects of a book or
writing activity such as the title, author, drafts, pages, their favorite
parts, and their understanding. Such as saying things like, The
title of the book is etc.
2e. Using Cognates: This is an effective way to increase an English
language learners vocabulary and knowledge of words. Cognates are
words that are not from a students native language, but have similar
spellings, pronunciations, and meanings to English (344).
Example: By using word walls and labeling classroom objects with
English words and Spanish words, students whose first language is

Spanish can see the similarity and connect the English word to the
Spanish one (i.e. curious=curioso, distance=distancia).
C. Grade Level: 1st grade, 25 students, and whole class lesson
II.

Short Term Objective: The learner will differentiate phonemes

when hearing verbalized rhyming words.

III.

Rationale:

A. Identifying and differentiating between phonemes is vital to students

phonological awareness. Students must be able to recognize parts of
words and understand that these phonemes are used commonly
throughout the English language. Rhyming is a great way to introduce
phonemes and help children learn about their relationships. Rhymes
provide the perfect starting point for drawing childrens attention to the
sounds of language (p. 204). In learning and playing with rhymes,
students will gain helpful knowledge about relationships between sounds,
therefore gaining knowledge about the relationships between words and
pronunciation. This will also help when the students begin connecting
sounds with letters, which will eventually assist in reading, writing and
spelling.
B. Common Core State Standard:
CCSS.ELA-LITERACY.RF.1.2

Demonstrate understanding of spoken words, syllables, and sounds.

1. Grade Level: First

2. Subject: Phonics
3. Heading: Phonemic awareness
4. Students will isolate and pronounce initial, medial vowel, and final
sounds (phonemes) in spoken single-syllable words.
IV.

Materials:

1. Sheep in a Jeep by Nancy Shaw

5. Computer

2. Cards with pictures representing rhyming words

6. Projector

3. iPad or iPhone

7. Speakers

4. Strategy #49 from 50 Literacy Strategies--Word Sorts

V.

Technology: We are using a YouTube video clip called Rhyme

Time from Hooked on Phonics. We will play this video to the students in
between activities so that they can hear rhymes in a different way. The
teacher will also be using an iPad or iPhone to record students progress
during assessment.
VI. The Plan:
-The teacher calls students to the

Teacher: Today we are talking

reading rug.
-The teacher asks the students if they
know what rhyming words are. This is
the point in the lesson where the
literacy strategy, word sort, comes into
play. The students begin working with
rhyming words.
-The teacher will remind the students
of the Spanish words that they had
learned as a class. Some of those
words rhymed such as bota and
pelota. This is used to show that
rhyming words can be a part of any
language. This is an additive approach
used in the classroom with diverse
multicultural backgrounds.
-The teacher reads the students the
book Sheep in a Jeep by Nancy Shaw
the first time without stopping or
interjecting. Before reading the book,
the teacher will be sure to point out the
author and title as a part of the shared
language strategy for ELL students.
-The teacher will read the book a
second time, stopping
to ask if pairs of words (that the
teacher has picked out ahead of time)
are rhyming words
-If the students identify a rhyming
pair, they are to give a thumbs-up. If
they do not think that the pair rhymes,
they give a thumbs-down. The teacher
will talk about the rhymes as they are
read.
-To conclude the rug activity, the
teacher will show a short rhyming
jingle video. This will be a fun way to
incorporate technology into the lesson.

about rhyming. Who knows

what a rhyme is?
Student: A rhyme is when two
words sound the same.
Teacher: Yes, if two words
have the same sound at the
end, they are rhymes. Can
everyone say the word cat?
Students: Cat.
Teacher: Now say, bat.
Students: Bat.
Teacher: Take some time to
think in your head to think if
these two words rhyme.
(Pause) Raise your hand if you
think those two words rhyme.
(Students raise hands, teacher
calls on one student). Why do
you think so?
Student: Because they have
the same sounds at the end.
Teacher: Who can tell me
what the sound is at the end of
cat and bat?
Student: at.
Teacher: Thats right. Cat
and bat both end in the at
sound.
Teacher: So I have a question
for you: can words rhyme in
other languages too?
Students: Yeah!
Teacher: Right! Do you
remember yesterday when we
learned our Spanish words of
the week?
Students: Yeah!
Teacher: Who remembers the

-Next, the students will stand up and

receive instruction for the next
activity.
-The teacher will pass out one card
with a picture on it to each student.
The students say the name of their
picture aloud to make sure they know
what it is. The teacher will give an
example to the class. Once the class is
clear on what they are doing, they are
to go around the room looking for their
match (the student who has the card
with a word that rhymes with theirs).
-Once the students have found their
partners, the students go around and
say the rhyming sound of their words
together with their partner.
-As the students sort themselves into
pairs and say the rhyming portion of
the words, they are utilizing the word
sort strategy from 50 Literacy
Strategies.
-As the students find each other, the
teacher observes and records
observations vocally on a voice memo
or app on an iPhone or iPad.
-Once the students have their partners,
they will go around the room and say
their rhyming sound together with
their partner.
-At the end of the activity, the teacher
will do a quick review of what
rhyming is. The teacher speaks
multiple pairs of one syllable words
and ask the students to put their
thumbs up or down if they think the
pair rhymes or not.
-This activity will be a way to assess

word for boot?

Student 1: Bota.
Teacher: Thats right. And
who remembers the word for
ball?
Student 2: Pelota.
Teacher: Yes! Great job class
you clearly worked hard to
remember those words. Now
raise your hand if you think
bota and pelota rhyme.
(Students raise their hands).
Thats right, bota and pelota
do rhyme! So you can see,
words can rhyme in other
languages too. Now we are
going to read a book that has
lots of rhyming in it. The title
of this book is Sheep in a Jeep.
The author of this book is
Nancy Shaw. The first time I
read it, I want you to listen for
words that have the same
ending sounds. (Teacher reads
book through once, showing
pictures.) Now that youve
listened to all the rhyming
words, Im going to read the
book again and ask you some
questions as I read. (Teacher
reads book through again,
stopping to ask questions)
ex:
Teacher: Thumbs up if you
think that yelp and help
rhyme (Students respond).
Why do you think so? (calls on
a student)

the students on their ability to

differentiate phonemes by knowing if
a given pair of words rhyme.

Student: Because they both

end with elp.
ex:
Teacher: Thumbs up if you
think leap and push rhyme
(students respond). Why not?
Student: Because they dont
end the same way.
(activity continues to the end
of the book).
Teacher: Good job listening.
Listening is very important
when you talk about rhymes
because you have to hear the
ends of the words and know if
they are the same. Now were
going to watch a video about
rhyming and I want you to
listen closely to the words that
rhyme.
(After video)
Teacher: So, can anyone tell
me one of the rhymes from the
video?
Student 1: Frog and log.
Teacher: Right, and why do
they rhyme?
Student 1: Because they both
end with the same thing.
Teacher: Who can give me
another example from the
video?
Student 2: Bell and shell.
Teacher: Yes, and why do they
rhyme?
Student 2: Because they both
end with ell.
Teacher: Thats right. Now

were going to do an activity

using the skills we just learned
about rhymes. I need everyone
to stand up in a circle.
(Teacher passes out cards)
Teacher: Now everyone has a
picture on their card. I want
everyone to look at their card
and on the count of three, say
what your picture is out loud.
One, two, three
(Students say words)
Teacher: Okay, now I want
you to walk around the room
and using your inside voices,
talk to your friends about what
picture they have on their
cards. You each need to find
the card whose picture means a
word that rhymes with yours.
For example, (teacher gives
example).
Raise your hand if you
understand.
(Students raise hands)
Okay, go!
(Activity ensues)
Teacher: Okay, now that
everyone has found their
partners, were going to go
around the room and together
with your partner, I want you
say what your rhyming sound
is.
(Students say their rhyming
sounds in turn).
Teacher: Okay so to review,
Im going to say two words

and you give me a thumbs-up

if they rhyme and a thumbsdown if they dont. Rake and
cake (students respond). Hat
and shoe (students respond).
Book and ball (students
respond). Ball and doll
(students respond. Very good!
Now hand me your cards and
head back to your seats please!

VII. Assessment:
A. What the teacher will observe DURING the lesson:
During the Sheep in a Jeep rhyming segment, the teacher will take
note of how many students raise their hands to answer if they believe the
words rhyme, how many students answer correctly when asked to give a
thumbs up or thumbs down for the word pairs, and finally how the
students respond when explaining why they believe the words do or do
not rhyme.
During the card matching activity, the teacher will observe how
easily and successfully the students are able to find their pair.
During the final thumbs up/thumbs down activity, the teacher will
observe if the students understanding of rhyming has improved from the
beginning of the lesson as well if the class is ready to move on tomorrow.

B. How the teacher will RECORD her/his observations during or after the
lesson:
Teacher will have an iPad or iPhone during the lesson. During the
Sheep in a Jeep segment, the teacher will simply record the general,
overall understanding the class has of rhyming words.
While the students are participating in the card matching activity,
the teacher will, with the voice-memo app, record himself/herself talking
about the students, using names, about
C. How the teacher will USE this information for future planning:
The teacher will use this information to know who in the class
understand the material very well and can be moved along to the next skill
set as well as who needs extra practice with picking out rhyming words
when verbalized. Also, this will be used to determine if the activities used
in the class were successful enough to be used again with variations.
Finally, during the last thumbs up/thumbs down activity, the teacher will
use the students answers to decide if the class is ready to move on to the
next activity tomorrow.