English Language Arts and Reading.1.2.A.i

The student is expected to

demonstrate phonological awareness by:

 

producing a series of rhyming words;

beginning reading writing teks talk image

Knowledge and Skills Statement

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.

Ask students to name two more words that rhyme with the words below:

  • play, stay (bay, may, day, pray, tray, slay, okay, hay, way)
  • meet, seat (sheet, greet, heat, treat, feet, cheat, beat)
  • rain, cane (train, stain, main, gain, pain, lane, plane)
  • sing, ring (bring, thing, cling, king, swing, string, wing, fling)
  • book, hook (took, look, crook, took, shook)
  • crown, down (frown, brown, town, noun, clown, drown
Phonological awareness is the ability to detect and manipulate the sounds structures of spoken language, including recognizing differently sized sound parts (i.e., phrases, words, syllables, phonemes) and manipulating those parts (i.e., blend, segment, delete, add, and change).
identical or very similar recurring sounds in verse

Research

Yopp, H., & Yopp, R. (2000). Supporting Phonemic Awareness Development in the Classroom. The Reading Teacher, 54(2), 130–143. Retrieved from http://www.jstor.org/stable/20204888

Summary: Yopp and Yopp describe phonemic awareness and provide ideas for activities that focus on rhyme, syllable manipulation, onset-rime manipulation, and phoneme manipulation.