ALEX Classroom Resource

  

Getting the -ig in Pig: Helping Children Discover Onset and Rime

  Classroom Resource Information  

Title:

Getting the -ig in Pig: Helping Children Discover Onset and Rime

URL:

http://readwritethink.org/classroom-resources/lesson-plans/getting-helping-children-discover-103.html?tab=1#tabs

Content Source:

ReadWriteThink
Type: Lesson/Unit Plan

Overview:

The study of onset and rime is crucial to the development of reading and writing in K-2 students. This lesson incorporates literature, independent and cooperative learning, critical thinking, and hands-on activities to engage students in learning the -ig rime. Students explore books and magazines for words that have the -ig rime, in addition to brainstorming their own words. Furthermore, assessment is included as students incorporate learned words in context and isolation. This lesson can be adapted to teach various word patterns and could be used for basic ELL instruction.

Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: K
9 ) Actively engage in group reading activities with purpose and understanding. [RL.K.10]

English Language Arts
ELA2015 (2015)
Grade: K
21 ) Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [RF.K.2]

a. Recognize and produce rhyming words. [RF.K.2a]

b. Count, pronounce, blend, and segment syllables in spoken words. [RF.K.2b]

c. Blend and segment onsets and rimes of single-syllable spoken words. [RF.K.2c]

d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) (Words, syllables, or phonemes written in /slashes/ refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word.) [RF.K.2d]

e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. [RF.K.2e]

English Language Arts
ELA2015 (2015)
Grade: K
22 ) Know and apply grade-level phonics and word analysis skills in decoding words. [RF.K.3]

a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. [RF.K.3a]

b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. [RF.K.3b]

c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). [RF.K.3c]

d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. [RF.K.3d]

English Language Arts
ELA2015 (2015)
Grade: K
23 ) Read emergent-reader texts with purpose and understanding. [RF.K.4]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.23- Read an emergent-reader texts with purpose and understanding.


English Language Arts
ELA2015 (2015)
Grade: 1
31 ) Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and adults in small and larger groups. [SL.1.1]

a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [SL.1.1a]

b. Build on others' talk in conversations by responding to the comments of others through multiple exchanges. [SL.1.1b]

c. Ask questions to clear up any confusion about the topics and texts under discussion. [SL.1.1c]

Tags: Construct a Word, cooperative learning, critical thinking, ELL, literature, magazines, onset, rime
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Author: Cassie Raulston