Rhyme Time! Learning Experience Kara Klump Special Education.
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Transcript of Rhyme Time! Learning Experience Kara Klump Special Education.
Rhyme Time!Learning Experience
Kara Klump
Special Education
Background
• 6:1:1 ratio ~ 6 students (5 boys & 1 girl), 1 teacher, 1 teacher assistant, supplementary aides as necessary.
• 10-12 years of age
• All students have an Individualized Education Plan
• Ability of students ranged drastically• Students were able to add without regrouping• Students not able to recognize their own name.
Classroom Rules
• Use a quiet voice.
• Keep your hands and feet to yourself.
• Share classroom materials with peers.
• Follow teacher directions immediately.
Classroom Floor plan
Time Frame
• Schedule ~ The lesson can be taught at any point in the year.
• Planning ~ 2-3 hours
• Implementation ~ over three 30 minute ELA lessons.
Purpose/Rationale
• Students to explore rhyming and why different words rhyme. Students learn the purpose of phonemes in words and specific sounds of vowels and consonances together to form sounds that rhyme. Students will also practice and demonstrate rhyming through developing and creating new words that rhyme using substitution of letters in one-syllabic words.
Objectives
• 1.0 With assistance from the teacher TSWBAT recognize words and sounds that rhyme from the text.
• 2.0 With assistance from the teacher TSWBAT recognize words that rhyme by matching the pictures of each rhyming word together.
• 3.0 With assistance from the teacher TSWBAT produce rhyming words by using pictures and completing a chart of words that have similar endings.
• 4.0 With assistance from the teacher TSWBAT substitute one letter into a one-syllable word creating a new word that rhymes with the original word.
Enduring Understanding
• Rhyming words is understood through phonemes and creating new words that rhyme starting with substituting the first letter.
Essential Questions
• What is a rhyming word?
• Why do words rhyme?
Guiding Questions
• What is the same between these two words?
• What do you see that is similar?
• How do the words sound?
• How can you create a different word that rhymes with this word?
Standard Addressed
• NYS Standard/Performance Indicators: RF.K.2a&e
• Common Core Standard: ELA
• CCR Anchor: Phonics and Word Recognition
• Strand: Reading for Foundational Skills (RF)
• Standard: 2. Demonstrate understanding of spoken words, syllables, and sounds. (phonemes)
• a. Recognize and produce rhyming words
• e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
• **Located on pg. 22 of the Common Core Standards.
Student Tasks
• Students explore rhyming words through games, puzzles, and worksheets.
• All worksheets require cutting and pasting.
• Rhyme Time! Worksheet ~ Students cut and paste rhyming word and match
it to its rhyming word. Students then substitute one letter in a word of
their choice to rhyme with the word on the front.
Teacher Exemplar
Rhyme Time! Rubric
• On a 4 point scale
• Dimensions: Understanding of sounds (phonemes) in
words. Recognizing rhyming words. Producing new rhyming words. Prompting from teacher.
Student Work: Distinguished
Rubric Score: Distinguished
• Dimensions: Understanding of sounds (phonemes) in
words. 4 Recognizing rhyming words. 4 Producing new rhyming words. 3 Prompting from teacher. 4
Total: 15/16
Student Work: Proficient
• Dimensions: Understanding of sounds (phonemes) in
words. 4 Recognizing rhyming words. 4 Producing new rhyming words. 1 Prompting from teacher. 4
Total: 13/16
Rubric Score: Proficient
Student Work: Developing
• Dimensions: Understanding of sounds (phonemes) in
words. 4 Recognizing rhyming words. 1 Producing new rhyming words. 1 Prompting from teacher. 1
Total: 7/16
Rubric Score: Developing
Student Data
Student 1 Student 2 Student 3 Student 4 Student 5 Student 60
1
2
3
4
5
6
Pre-test
Post-test
Sc
ore
on
th
e t
es
t
Summative Assessment Analysis
Level Number of Students
Distinguished 2
Proficient 2
Developing 2
Modifications
• Help keep student’s work area free of unnecessary materials.
• Check assignment sheet for accuracy.
• Use of manipulatives.
• Time
• To all of my group members: Sarah, Katie, Kelly, Amanda, and Nicole.
• Dr. Arnold
Team Superstars!
