Repeat steps 7 and 8 until all of the rhyming words are identified. (The emphasis is on hearing the words, not yet on the visual appearance of the words.) Reread the "Hey Diddle, Diddle" poem again and have students listen to hear if the two picture cards rhyme. Place those picture cards over moon and spoon, respectively. Have a student come to the pocket chart and choose two pictures that he or she thinks rhyme. Then display the cards in a pocket chart.Īsk students to identify two picture cards that could be put in the place of moon and spoon because they rhyme.
State the word that each card stands for.
RHYTHM WORDS FOR KINDERGARTEN HOW TO
Then we'll learn how to read and write those words." Say, "We are going to think of other words that rhyme and substitute them for moon and spoon. Reread the poem and have students listen to hear how the words moon and spoon sound the same at the end. Since students may not be able to generate the letters associated with the rhyming words, the focus is on the phonological awareness at this point. By placing pictures over the words, students focus more on the auditory similarity of the two words than on the visual similarity. Show the Rhyming Picture Cards of the moon and spoon. Can you hear how they sound the same at the end? That is how I know they rhyme." Continue until students identify the words moon and spoon because they have the same ending letters.Įxplicitly state, "These two words rhyme. (Students may identify words that begin or end with the same phoneme, words that rhyme, or any other similarity that they notice.) Use the word frames that you created to frame the two words that students identify and have students repeat what is the same about them. Have students identify words in the poem that are the same in some way. Then ask students to participate in a shared reading where they join in with words they know. Read the poem aloud, pointing to each word as you read it. Display the poem "Hey Diddle, Diddle" on poster-size chart paper.
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