ALEX Classroom Resource

  

Hey Diddle, Diddle! Generating Rhymes for Analogy-Based Phonics Instruction

  Classroom Resource Information  

Title:

Hey Diddle, Diddle! Generating Rhymes for Analogy-Based Phonics Instruction

URL:

https://www.readwritethink.org/classroom-resources/lesson-plans/diddle-diddle-generating-rhymes#ResourceTabs4

Content Source:

ReadWriteThink
Type: Lesson/Unit Plan

Overview:

In this lesson, shared reading, guided reading, and small, cooperative-group instruction are used in the classroom to informally assess students' ability to demonstrate awareness of rhyme or other visual similarities in words. Students practice matching rhyming words using picture cards and apply phonological awareness—hearing rhyme—to analogy-based phonics (i.e., an ability to decode unknown words by identifying words with similar visual structure). Students use online resources to increase phonological awareness through rhyme.

Content Standard(s):
English Language Arts
ELA2021 (2021)
Grade: 1
R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
English Language Arts
ELA2021 (2021)
Grade: 1
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
English Language Arts
ELA2021 (2021)
Grade: 1
6. Demonstrate basic to advanced phonological and phonemic awareness skills in spoken words.

a. Count, blend, segment, and delete syllables in spoken words, including polysyllabic words.

Examples: par-ti-cu-lar, cer-ti-fi-cate

b. Recognize and produce groups of rhyming words and distinguish them from non-rhyming groups of spoken words.

c. Produce alliterative words.

d. Blend and segment phonemes in single-syllable spoken words made up of three to five phonemes, including words with consonant blends.

e. Add, delete, and substitute phonemes at the beginning or end of spoken words made up of three to five phonemes, and produce the resulting word.

Examples: pan to pant; flight to light; cat to cap

f. Distinguish long from short vowel sounds in spoken, single-syllable words.

g. Distinguish between commonly-confused vowel sounds and commonly-confused cognate consonant sounds, using knowledge of mouth position, voiced and unvoiced sounds, and manner of articulation.

Examples: /f/ and /v/, /p/ and /b/, /t/ and /d/, /k/ and /g/, /m/ and /n/, /ng/ and /n/, /s/ and /z/, unvoiced /th/ and voiced /th/, /ch/ and /sh/, /ĕ/ and /ā/, /ĕ/ and /ă/

Note: This is extremely important as a foundational phonemic awareness skill for all learners.

h. Identify the sound substitution in words with five to six phonemes.

Example: strips/straps, square/squire
Tags: analogybased phonics, guided reading, phonics, rhyme, shared reading
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Author: YVETTE AKRIDGE