top of page

Lesson Plan

Rhyming - Non rhyming words

Kindergarten (K) - ELA

started-icon.png

LEARNING TARGET

  • Students will be able to identify and differentiate non-rhyming words from a group of words.
target-icon.png

LEARNING PROGRESSION

PREREQUISITE SKILL
  • Students will be able to identify and name rhyming words.
  • Students will be able to match rhyming words with corresponding pictures.

Rhyming - Picture Rhyming

EXTENSION SKILL
  • Students will be able to identify and recognize rhyming words.
  • Students will be able to complete a sentence with a rhyming word.
  • Students will be able to write and illustrate a rhyming sentence.

Rhyming - Make a Rhyme

DURATION
  • Introduction (5 minutes)
  • Instruction (15 minutes)
  • Guided Practice (15 minutes)
  • Independent Practice (15 minutes)
  • Exit Card Formative Assessment (5 minutes)
  • Closure (5 minutes)
MATERIALS
  • Whiteboard and markers
  • Word cards with rhyming and non-rhyming pairs (e.g., cat-hat, dog-bike, mouse-house, sun-fun, bear-pear, tree-bee)
VOCABULARY
  • Rhyme
  • Non-rhyme
objective-icon.png

TEACHING RESOURCES

CENTERS & TASK CARDS

Non-rhyming words math center for Kindergarten.

Includes: Printable digital download

  • 12 problem task strips
  • 1 student response worksheet
  • 1 answer key

Use:

  • Single-student or great for a thinking pair activity

IEP GOAL WORKBOOKS

No Goals Available

WORKSHEET PACK

Boost early literacy skills with our Non-Rhyming Words worksheet! Perfect for kindergarten intervention or supplemental ELA practice.

5 AND 1 INTERVENTIONS

No Interventions Available

GAMES

    ACTIVITIES

    No Activities Available

    objective-icon.png

    LESSON INSTRUCTION

    INTRODUCTION
    1. Introduce the concept of rhyme and explain that words that rhyme have the same ending sounds.
    2. Give examples of words that rhyme (e.g., cat, hat, rat).
    INSTRUCTION
    1. Explain that not all words have rhyming pairs and that some words are non-rhyming.
    2. Provide examples of non-rhyming words (e.g., dog, bike, sun).
    3. Show pairs of word cards, one with a rhyming pair and one with a non-rhyming pair.
    4. Ask students to identify which pair does not rhyme.
    5. Model how to underline the ending sounds of each word in the pair to determine if they rhyme.
    GUIDED PRACTICE
    1. Divide the class into small groups and provide each group with a set of word cards.
    2. Instruct students to work together to identify the non-rhyming pair in each set.
    3. Circulate around the room to provide support and guidance as needed.

      INDEPENDENT PRACTICE
      1. Distribute a worksheet with sets of word pairs, some rhyming and some non-rhyming.
      2. Instruct students to underline the ending sounds of each word in the pair to determine if they rhyme or not.
      3. Monitor students' progress and provide support as needed.

        HOMEWORK
        1. Assign students to create their own pairs of rhyming and non-rhyming words and share them with the class during the next lesson.

          EXIT TICKET
          1. Ask students to share one non-rhyming word they identified during the lesson and explain why it does not rhyme with the other word.

            FORMATIVE
            1. Provide each student with a set of word cards and ask them to identify the non-rhyming pair in each set.
            2. Observe students' progress and make note of any areas that may need further instruction or support.

              SUMMATIVE
              1. Formative assessments will be conducted during the lesson to monitor student progress and understanding.
              2. The exit card and progress monitoring assessments will be used to determine students' mastery of the objective.

                CLOSURE
                1. Review the concept of rhyme and non-rhyme.
                2. Ask students to share one thing they learned during the lesson.

                  EXTENSION
                  • Students can create their own rhyming, and non-rhyming word sets to share with the class.
                  • Students can write sentences using rhyming and non-rhyming words.
                  INTERVENTION
                  • For students who struggle with reading, the teacher can read the words aloud and have students identify the non-rhyming pair.
                  • For students who need extra support, the teacher can provide a list of non-rhyming words to practice with.
                  VIDEOS

                  No Video Available

                  started-icon.png

                  TEACHING TIPS

                  Playing the Rhyme Detective game is a great way to reinforce and practice phonemic awareness skills in a fun and engaging way. Consider using this game as a warm-up or closing activity for your phonics or literacy lessons. It can also be used as a formative assessment to identify which students may need additional support with identifying non-rhyming words. Additionally, encourage students to play this game at home with family or friends to reinforce the skills learned in class.

                  started-icon.png

                  STUDENT MISCONCEPTIONS

                  Here are some potential misconceptions that students may have when learning to identify non-rhyming words:

                  1. Thinking that words that look the same must rhyme (e.g., cat and bat).
                  2. Assuming that words that start with the same letter must rhyme (e.g., dog and door).
                  3. Believing that words that have similar meanings must rhyme (e.g., happy and jolly).
                  4. Confusing words that have the same ending letters but different sounds (e.g., bear and pear).
                  5. Not realizing that some words do not have rhyming pairs and assuming that all words should rhyme with another word.
                  started-icon.png

                  STANDARD

                  Common Core Standard:

                  RF.K.2.A - Recognize and produce rhyming words.

                  bottom of page