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.
English Language Arts and Reading.2.2.A.i
The student is expected to
demonstrate phonological awareness by:
producing a series of rhyming words;
Knowledge and Skills Statement
Demonstrated Proficiency of ELA.2.2.A.i
Ask students to name two more words that rhyme with the following words.
- 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)
Other prompts:
- Tell me a word that rhymes with________.
- I am going to say a word. Tell me three more words that rhyme with this word.
A teacher may provide picture prompts if needed since the SE is about producing rhymes. For example, when students see a picture of a cat, they should know to rhyme with the word cat and could say hat, mat, fat, or sat.
Supporting Information for ELA.2.2.A.i
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: Phonological awareness involves being able to recognize and manipulate the sounds within words. This skill is a foundation for understanding the alphabetic principle and reading success. There are several ways to effectively teach phonological awareness to prepare early readers, including: 1) teaching students to recognize and manipulate the sounds of speech, 2) teaching students letter-sound relations, and 3) teaching students to manipulate letter-sounds in print using word-building activities.