Grade 1
Module 2-3
Lesson F: Onset and Rime
Content Overview for Lesson
If necessary, remind students of the procedures for shared reading taught in Module 1-3 Lesson A. This lesson will focus on onset and rime.
Teacher Preparation
If You Give A Pig a Pancake by Laura Numeroff.
Poem: Hickory Dickory Dock written on chart paper.
Poem: This Little Piggie written on chart paper.
wiki stix or highlighter tape.
magnetic letters.
Instructional Considerations (Misconceptions/Common Errors, Additional Instructional Strategies)
All Big Books are not created equal. Be careful when selecting Big Books for Shared Reading. Many publishers have enlarged books that are not appropriate for Shared Reading lessons. Be aware of the spacing between words, the size of the letters/words, and the number of words on a page.
During Shared Reading, provide quick, focused activities to help bring the concepts about print to a conscious level. Every concept would not be addressed with every child on every day. Select concepts based on observing students as they interact with text.
Always take your lesson focus back to the text, such as, reading the sentence that a student identified a high frequency word, etc. If the book is short enough, read entire text after teaching focus for the lesson using “Whole-Part-Whole” instruction.
Use different big books to re-teach strategies, for instructional needs.
Key Vocabulary and Concepts
Onsets: The first part of a syllable or the consonants that precede the first vowel in a word. In the word “flat,” /fl/ is the onset, and /at/ is the rime. In the word “greed,” /gr/ is the onset, and /eed/ is the rime.
Rime: The second part of a syllable or the vowel and any consonants that follow. In the word “grand,” /and/ is the rime, which follows the onset /gr/. In the word “slight,” /ight/ is the rime, which follows the onset /sl/.
Whole-part-whole: The steps in relationship to whole text, skills, and a return to the whole text for practice and application.
Conferencing notebook: a notebook with a page dedicated to each student to record conferencing notes with each student.
Running record is a tool that is administered one-on-one with students to record reading behaviors readers make as they are reading. As a student reads a portion of a book, the teacher notes errors, self-corrections, repetitions, re-readings, hesitations, and appeals for help.
Objective for Lesson F
The student will use onsets and rimes to decode and generate words.
Materials Needed
· chart paper
· markers
· Poem: Hickory Dickory Dock.
· Poem: This Little Piggie.
· If You Give A Pig a Pancake by Laura Numeroff
Suggested Resources
Classroom library
Independent reading bags
Teaching Lesson Introduction to the lesson
Lesson F
Demonstration and Guided Practice:
In shared reading use onsets and rimes to decode and generate words.
Follow the same steps from Module 1-2 Lesson A:
§ Re-reading of familiar text.
§ Orientation to a new text.
§ Reading of the new text: This Little Piggie .
§ Follow-Up discussion and teaching points should be concluded by a second reading of book or portion of the book.
§ Locate onset and rime in text.
Read the poem This Little Piggie to the class. Emphasize the word pig and the rime ig.
Write the word pig on the board or on chart paper. Gather the class to sit together on the reading carpet. Ask them the following questions:
§ What is this word?
§ How do you know this says pig?
Explain that the letters ig make the /ig/ sound and when we put a p in front of them, it spells the word pig. Do not explain more about the ig rime at this point.
Set a purpose for reading by telling students that they are going to hear a story about a pig that likes to eat pancakes. When this pig eats a pancake, it makes her want a lot of other things. Tell the students, "As you listen to the story, think about all the things the pig wants to do." Read the story, If You Give A Pig a Pancake aloud to the class. After reading the story discuss it with students. Go back to the word pig on the chart paper and explain to students that ig is a rime that makes the /ig/ sound. Most of the time, when you see the letters ig together in a word, you will say /ig/. When we put different letters in front of ig, we make other words that rhyme with pig. Ask the class to think of another word that rhymes with pig. Add the word to the chart and circle the ig in both words. Have students work with a partner or in groups of three for approximately 10 minutes to brainstorm other words that rhyme with the word pig. Bring the class back together as a group and add their words to the chart. Chant the list of words together as a group. Circle the ig in each word as students read them aloud.
Re-read the poem together.
Independent Practice:
During independent reading time, students are expected to use the strategies you have taught. Conference with several students and record their strategy use.
Assessing the Lesson Formative Assessment and Summative Assessment
Formative Assessment
Make conferencing notes about the students’ knowledge of the following:
Title and author
Sight word knowledge
Base words with inflected endings
Antonyms
Onomatopoeias
Alliterations
Onset and rime
Problem Solving Strategies
During independent reading time, monitor student selections by talking to individual students about the books they have chosen, how they used the strategies you showed them, how the strategies worked for them, and how they may need to refine them. Document your conference with students in your conferencing notebook.
Discuss and chart with the students what they learned about onset and rime to figure out words and understand what they are reading. Allow them to share their selected books and their reading purposes and discuss how the strategies worked for them. Make notes of students during discussion. This chart should be added to as needed.
Summative Assessment
Listen to individual students read. Make notes of the types of errors, corrections, and attempts the students make to read the text. Use this information to make decisions on what type of text is appropriate for each student to read and form small groups to focus on their instructional needs. If you are knowledgeable in taking running records, a running record can be administered.
Use words that the students know and give them magnetic letters to make these words and “break” the onset away from the rime. Record what words the student can and cannot “break”.
Extending the Learning
For differentiation and enrichment, encourage students to look for onset and rime in poems and Big Books using wiki stix or highlighter tape. Anchor charts will be displayed for students to revisit and add new onset and rimes during Independent Reading. Books can also be placed in a listening center so that students can have more opportunities to hear the text read aloud.
For intervention, some students may have difficulty identifying onset and rime. Meet with these students in small groups to re-read books used in shared reading to locate some words and then identify the onset and rime.