Planning For Learning: Scaffolding

1. Phonological Awareness: Books that Involve Language and Word Play

2. Preschool/Pre-K/Kindergarten

3. Related Objectives: Notices and Discriminates Rhyme, Notices and discriminates alliteration, Notices and discriminates smaller and smaller units of sound

4. Related Standards: Students will be able to join in rhyming songs and games, students will be able to fill in the missing or rhyming word, students will be able to generate rhyming words spontaneously, students will be able to sing songs and recite rhymes and refrains with repeating initial sounds, students will be able to show that some words begin the same way.

5. Prior knowledge about the topic or readiness of the students indicates that they are ready to move on to the next level of the lesson. My students have previously been exposed to and mastered some of the prerequisites of the contet knowledge. By moving onto the next level I will incorporate matching the beginning sounds of words and decision in whether or not two words rhyme.

5.1. What's the Big Idea? Students will have previous lessons on introducing the idea of words that rhyme. Silly songs, silly sounds, stories with silly nonsense words (Dr. Seuss eg. One Fish Two Fish, Hop on Pop, Green Eggs and Ham).

6. By Yakeema Blackstone

7. Scaffolding: After students have mastered the idea of Rhyming words they will then be able to move onto words that begin with the same sounds, generating these words spontaneously, matching the beginning sounds of words, verbally separating and blending onset and rhyme.