1. DataWORKS Educational Research (800) 495-1550 www.dataworks-ed.com ©2012 All rights reserved. Comments? feedback@dataworks-ed.com Kindergarten Reading Vocabulary 1.10 Identify and produce rhyming words in response to an oral prompt. Lesson to be used by EDI-trained teachers only. Kindergarten Reading Vocabulary 1.10 Identify and produce rhyming words in response to an oral prompt. Lesson to be used by EDI-trained teachers only. Phonemic Awareness Please read all directions before using the following lesson. 1.Some phonemic awareness lessons do not have a handout or worksheet for students because students are being taught how to listen for specific sounds and/or respond to questions orally. 2.Unlike most EDI lessons, these phonemic awareness lessons do not have Independent Practice and Periodic Review for the students to perform individually. The repetition included in this lesson must be guided throughout, therefore we have titled the pages Guided Practice 1, Guided Practice 2… 3.Students may be shown the Learning Objective, Activating Prior Knowledge, Concept Development, and Importance pages. They may also be shown the Concept Definition and the steps listed at the top of the Skill Development/Guided Practice pages. However, students must not be shown any of the problems, words, or phrases that they are expected to listen for. The reason for this is students are expected to learn how to listen for specific sounds or words as opposed to identifying spelling patterns or word families in text. 4.These lessons are intended to be used in a group setting following the “Directions for Teacher” listed in the Skill Development/Guided Practice Page. For most lessons, the teacher will use the following steps: For Skill Development/Guided Practice: a. Read the problem or say the names of the pictures aloud. b. Ask students to pair-share the answer with a partner. c. Call on 4-5 non-volunteers to give their answer. d. If students answer incorrectly, or do not have a response, teacher should de-escalate the question by giving the student two choices. e. After several non-volunteers produce a correct answer, the teacher can call on volunteers as well. For Guided Practice 1-4: a. Read the problem or say the names of the pictures aloud. b. Ask students to come up with an answer on their own. c. Call on 4-5 non-volunteers to give their answer. d. If students answer incorrectly, or do not have a response, teacher should de-escalate the question by giving the student two choices. e. After several non-volunteers produce a correct answer, the teacher can call on volunteers as well.

2. DataWORKS Educational Research (800) 495-1550 www.dataworks-ed.com ©2012 All rights reserved. Comments? feedback@dataworks-ed.com Kindergarten Reading Vocabulary 1.10 Identify and produce rhyming words in response to an oral prompt. Lesson to be used by EDI-trained teachers only. Kindergarten Reading Vocabulary 1.10 Identify and produce rhyming words in response to an oral prompt. Lesson to be used by EDI-trained teachers only. CFU What are we going to do today? What does produce mean? Produce means ____________. Activate (or provide) Prior Knowledge Today, we will produce 1 rhyming words. 1 say Learning Objective CFU Teacher says the name of each picture. Teacher completes problem 1. Students answer problem 2. Students, some words have the same ending sound like take and cake. We call words with the same ending sounds, rhyming words. Today, we will produce rhyming words. **Note: Students should only receive pages one and two from the lesson. The remaining part of the lesson should focus on the students’ phonemic awareness. Name __________________________ 1. Which word sounds like take? 2. Which word sounds like make?

3. DataWORKS Educational Research (800) 495-1550 www.dataworks-ed.com ©2012 All rights reserved. Comments? feedback@dataworks-ed.com Kindergarten Reading Vocabulary 1.10 Identify and produce rhyming words in response to an oral prompt. Lesson to be used by EDI-trained teachers only. A (snake) B (rain) Rhyming Sound: / ā k / (bake) (cake)(rake) Concept Development Rhyming words have the same ending sound. Example: Not an example of rhyming words: (bake) (bike) (cake) (cane) CFU Why are cake and cane not rhyming words? Cake and cane are not rhyming words because ___________. Which picture rhymes with rake? How do you know? Picture _____ rhymes with rake because ________. In your own words, what do rhyming words have? Rhyming words have _________________________.

4. DataWORKS Educational Research (800) 495-1550 www.dataworks-ed.com ©2012 All rights reserved. Comments? feedback@dataworks-ed.com Kindergarten Reading Vocabulary 1.10 Identify and produce rhyming words in response to an oral prompt. Lesson to be used by EDI-trained teachers only. Kindergarten Reading Vocabulary 1.10 Identify and produce rhyming words in response to an oral prompt. Lesson to be used by EDI-trained teachers only. Skill Development/Guided Practice Rhyming words have the same ending sound. Step #1: Listen to the words. a. Pay attention to the ending sound. Step #2: Produce another rhyming word. (say) Produce rhyming words. CFU (#1a) How did I/you know what part to listen for? (#2) How did I/you produce another rhyming word? **The problems below should not be projected. This lesson focuses on phonemic awareness. **Note to Teacher: 1. Read the first two rhyming words. 2. Call on 4-5 non-volunteers to produce a third rhyming word. 3. If students cannot produce a word that rhymes, de-escalate by reading the possible answers provided. 4. Call on volunteers to produce a rhyming word. 1.shyhi de-escalated answers: buy or sea 2.votegoat de-escalated answers: boat or hook 3.failrail de-escalated answers: take or mail 4.copemope de-escalated answers: loop or rope 5.wheatbeat de-escalated answers: key or seat 6.nooseloose de-escalated answers: juice or boot

5. DataWORKS Educational Research (800) 495-1550 www.dataworks-ed.com ©2012 All rights reserved. Comments? feedback@dataworks-ed.com Kindergarten Reading Vocabulary 1.10 Identify and produce rhyming words in response to an oral prompt. Lesson to be used by EDI-trained teachers only. Kindergarten Reading Vocabulary 1.10 Identify and produce rhyming words in response to an oral prompt. Lesson to be used by EDI-trained teachers only. Relevance CFU Does anyone else have another reason why it is relevant to produce rhyming words? (pair-share) Why is it relevant to produce rhyming words? You may give me my reason or one of your own. Which reason is more relevant to you? Why? Rhyming words have the same ending sound. 1. Producing rhyming words will help you read. A girl will bake. A boy will rake. Then, the girl and boy will eat a cake.

6. DataWORKS Educational Research (800) 495-1550 www.dataworks-ed.com ©2012 All rights reserved. Comments? feedback@dataworks-ed.com Kindergarten Reading Vocabulary 1.10 Identify and produce rhyming words in response to an oral prompt. Lesson to be used by EDI-trained teachers only. Kindergarten Reading Vocabulary 1.10 Identify and produce rhyming words in response to an oral prompt. Lesson to be used by EDI-trained teachers only. 1.bytie de-escalated answers: pie or pay 2.bailnail de-escalated answers: jail or file Rhyming words have the same ending sound. Concept Closure Why are soap and hoop not rhyming words? Soap and hoop are not rhyming words because ___________. Step #1: Listen to the words. a. Pay attention to the ending sound. Step #2: Produce another rhyming word. (say) Produce rhyming words. Skill Closure **The problems below should not be projected. This lesson focuses on phonemic awareness. **Note to Teacher: 1.Read the first two rhyming words. 2.Call on 4-5 non-volunteers to produce a third rhyming word. 3.If students cannot produce a word that rhymes, de-escalate by reading the possible answers. (*Nonsense words are acceptable.) 4.Call on volunteers to produce a rhyming word. Summary Closure What did you learn today about producing rhyming words? (pair-share)

7. DataWORKS Educational Research (800) 495-1550 www.dataworks-ed.com ©2012 All rights reserved. Comments? feedback@dataworks-ed.com Kindergarten Reading Vocabulary 1.10 Identify and produce rhyming words in response to an oral prompt. Lesson to be used by EDI-trained teachers only. Kindergarten Reading Vocabulary 1.10 Identify and produce rhyming words in response to an oral prompt. Lesson to be used by EDI-trained teachers only. Guided Practice 1 Rhyming words have the same ending sound. Step #1: Listen to the words. a. Pay attention to the ending sound. Step #2: Produce another rhyming word. (say) Produce rhyming words. **The problems below should not be projected. This lesson focuses on phonemic awareness. **Note to Teacher: 1.Read the first two rhyming words. 2.Call on 4-5 non-volunteers to produce a third rhyming word. 3.If students cannot produce a word that rhymes, de-escalate by reading the possible answers. (*Nonsense words are acceptable.) 4.Call on volunteers to produce a rhyming word. 1.seafee de-escalated answers: may or me 2.playhay de-escalated answers: say or pie 3.noontune de-escalated answers: June or goose 4.dicemice de-escalated answers: kite or rice 5.holemole de-escalated answers: roll or reel 6.fakewake de-escalated answers: take or same

8. DataWORKS Educational Research (800) 495-1550 www.dataworks-ed.com ©2012 All rights reserved. Comments? feedback@dataworks-ed.com Kindergarten Reading Vocabulary 1.10 Identify and produce rhyming words in response to an oral prompt. Lesson to be used by EDI-trained teachers only. Kindergarten Reading Vocabulary 1.10 Identify and produce rhyming words in response to an oral prompt. Lesson to be used by EDI-trained teachers only. Guided Practice 2 Rhyming words have the same ending sound. Step #1: Listen to the words. a. Pay attention to the ending sound. Step #2: Produce another rhyming word. (say) Produce rhyming words. **The problems below should not be projected. This lesson focuses on phonemic awareness. **Note to Teacher: 1.Read the first two rhyming words. 2.Call on 4-5 non-volunteers to produce a third rhyming word. 3.If students cannot produce a word that rhymes, de-escalate by reading the possible answers. (*Nonsense words are acceptable.) 4.Call on volunteers to produce a rhyming word. 1.cluemoo de-escalated answers: toe or you 2.grapecape de-escalated answers: tape or made 3.tightmight de-escalated answers: rice or fight 4.feelheal de-escalated answers: mile or meal 5.toneloan de-escalated answers: cone or rope 6.hikespike de-escalated answers: bike or lake

9. DataWORKS Educational Research (800) 495-1550 www.dataworks-ed.com ©2012 All rights reserved. Comments? feedback@dataworks-ed.com Kindergarten Reading Vocabulary 1.10 Identify and produce rhyming words in response to an oral prompt. Lesson to be used by EDI-trained teachers only. Kindergarten Reading Vocabulary 1.10 Identify and produce rhyming words in response to an oral prompt. Lesson to be used by EDI-trained teachers only. Guided Practice 3 Rhyming words have the same ending sound. Step #1: Listen to the words. a. Pay attention to the ending sound. Step #2: Produce another rhyming word. (say) Produce rhyming words. **The problems below should not be projected. This lesson focuses on phonemic awareness. **Note to Teacher: 1.Read the first two rhyming words. 2.Call on 4-5 non-volunteers to produce a third rhyming word. 3.If students cannot produce a word that rhymes, de-escalate by reading the possible answers. (*Nonsense words are acceptable.) 4.Call on volunteers to produce a rhyming word. 1.heflea de-escalated answers: tree or tray 2.breaksteak de-escalated answers: made or make 3.growntone de-escalated answers: soak or phone 4.stooljewel de-escalated answers: fool or food 5.slopecope de-escalated answers: rope or troop 6.flightmight de-escalated answers: bike or bright

10. DataWORKS Educational Research (800) 495-1550 www.dataworks-ed.com ©2012 All rights reserved. Comments? feedback@dataworks-ed.com Kindergarten Reading Vocabulary 1.10 Identify and produce rhyming words in response to an oral prompt. Lesson to be used by EDI-trained teachers only. Kindergarten Reading Vocabulary 1.10 Identify and produce rhyming words in response to an oral prompt. Lesson to be used by EDI-trained teachers only. Guided Practice 4 Rhyming words have the same ending sound. Step #1: Listen to the words. a. Pay attention to the ending sound. Step #2: Produce another rhyming word. (say) Produce rhyming words. **The problems below should not be projected. This lesson focuses on phonemic awareness. **Note to Teacher: 1.Read the first two rhyming words. 2.Call on 4-5 non-volunteers to produce a third rhyming word. 3.If students cannot produce a word that rhymes, de-escalate by reading the possible answers. (*Nonsense words are acceptable.) 4.Call on volunteers to produce a rhyming word. 1.screwflu de-escalated answers: glow or glue 2.spinenine de-escalated answers: mine or night 3.wrotefloat de-escalated answers: fruit or throat 4.prunenoon de-escalated answers: spoon or scoop 5.streetheat de-escalated answers: speak or meat 6.staindrain de-escalated answers: plane or stone