Rhyme Time The students will be able to discriminate and identify sounds in words. Students will also recognize matching sounds and rhymes in familiar words in songs and stories. Language, Literacy, and Communication: 21. Comprehension 24. Phonological Awareness
Materials: Variety of Dr. Seuss Books
Age Group: 4-5 years old
Beginning: Read "The Cat in the Hat" by Dr. Seuss.
Earlier: Ask what the students notice about the words and the sounds they make. Discuss rhyming words and the definition. Read the book again having the children clap overtime they hear rhyming words.
Middle: Create a chart of rhyming words, using a variety of colors for matches to lesson confusion.
Later: Students will go around the room finding pairs of objects that rhyme.
End: A five-minute warning will be given before clean-up.
Follow-up Ideas: Read "Fox in Sox" by Dr. Seuss, clap at the rhyming words and also call and answer, giving the children a word and have them give one that rhymes back.
Letter Sound Boxes Sorting objects with the same initial consonant. Language, Literacy, and Communication: 24. Phonological Awareness
Materials: Cardboard/Shoeboxes, Construction Paper, Markers
Age Group: 4-5 years old
Beginning: Read "Chicka Chicka Boom Boom" by Bill Martin Jr.
Earlier: Create a coconut tree, like in the book, and as the students find something around the room that starts with that letter of the alphabet before putting it under there tree.
Middle: Talk about the sounds each letter make, give each group/table a box with a letter. Use the construction paper and markers for the groups to decorate the boxes. Using the letter they were given, students will go around the room putting objects that start with that letter in the box.
Later: Harder letters and ones that might not have as many objects in the room. Ex. K,O,Q, U, and V.
End: of Activity: The activity ends when as many of the letters can be done as possible or until the children no longer show interest.
Sight Word Fishing Helps the students develop the association between spoken and written words, the beginning steps of reading. Language, Literacy, and Communication: 26. Reading
Materials: Magnets, Sight words written on Index cards, Popsicle Sticks, String
Beginning: Pick 20 sight words the children need to master and review them.
Earlier: Give each child a sight word, cut in two pieces, and had them match together the two pieces and tell you the word.
Middle: Shuffle the cards out in a pile, have the children take turns fishing for the sight words as you call them out. Once they've caught it have them recite it back to you.
Later: Have the children use the sight words to create a story, like a madlib, using all of the sight words.
End: The activity ends when all the sight words have been caught.
Follow-up Ideas: Each child gets a sight word to match with the corresponding object in the classroom. Another activity is labeling the objects around the room that either might not be labeled or need to be reviewed. Ex. Door