migrant literacy net instructional resources emergent ... 13 onset rimes... · phonemic awareness...

© 2007 Educational Research & Training Corporation

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Skill Area(s):

Materials:

Reading Stage:

Outcome(s):

Duration ofLesson:

ELLRecommendations:

Assessment:

Emergent Developmental Fluent

See attached pages.

Migrant Literacy NET Instructional ResourcesEmergent Lesson 13: Onsets and Rimes: Phonics

Reading Dimension:Phonemic Awareness Phonics Fluency Vocabulary Comprehension

X

X

Onsets and Rimes: Phonics

Students will be able to build reading vocabulary.Students will be able to add a different consonant sound in front of aphonogram to form a set of words.

Pretest/PosttestOnset Alphabet Cards--Uppercase (included)Onset Alphabet Cards--Lowercase (included)Small Uppercase Alphabet Cards (included)Small Lowercase Alphabet Cards (included)Rime Cards (included)(Example: _at, _ay, _an, _am, _ag, _ap, _op, _ot, _ug _ed,)Use alphabet cards as onset.English/Spanish Word Glossary (included)

One 20-minute session per rime introducedOne 15-minute assessment session for each pre- and posttestTime and duration of lesson may be adjusted as needed.

The teacher will administer the assessment to the students by reading thedirections to them for completion. The pre- and posttest assessments areat the end of the lesson.

Procedures andAnswer Key(s):

When possible, the teacher should provide visuals (pictures) for eachnew word to help students increase word vocabulary. Also, see theEnglish/Spanish Word Glossary included.

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Emergent Lesson 13: Onsets and Rimes: Phonics Lesson Procedures

Teacher Procedures


Lesson Procedures:1. Give the pretest for this lesson using the Assessment Procedures given on the next

page. The teacher should rate the student�s skill level subjectively using the 4-pointrubric indicated.

2. The teacher should make copies of the following sets of cards from the masters: OnsetAlphabet Cards�Uppercase, Onset Alphabet Cards--Lowercase, Small Uppercase AlphabetCards, Small Lowercase Alphabet Cards, and Rime Cards. If possible, make the copies oncardstock.

3. The teacher should explain to the students that they will be making some real words by adding aletter (a consonant) in front of the rime on the card. The students will read the word and decideif it is a word that they recognize. The teacher will determine if the word is real or not.

Note: The consonant at the beginning is referred to as the �onset.� The phonogram made upof a vowel sound and a consonant sound is referred to as the �rime.�

4. The teacher will model by placing the rime card with the rime visible on the board or by writingone of the rimes on the board.

Example: __at5. Place the large Onset Alphabet Card �S� in front of the rime �_at� and say the sound /s/. Then

read the onset followed by the rime /ssss at/ = /sat/. Ask the students if they recognize thisword. Write it on the board.

6. The teacher should inform the students that another onset will be given so that they can makeanother word. The second onset is /m/ and the rime is �_at.� Ask the students if they recognizethis word. Read the word - /mmm at/ = /mat/.

7. Continue in the same manner using other large Onset Alphabet Cards (consonants) and thesame rime.

8. The teacher should combine several of the words made up by the onset and rime into asentence and have the students read it: A cat sat on a mat.

9. Proceed in the same manner to introduce other onsets and rimes.Example:

_ay bay, day, gay, hay, jay, Kay, lay, may, pay, ray, say, wayOne day Kay may pay for the hay.

_am am, bam dam, ham, jam, Pam, ram, SamPam and Sam like jam.

_ot cot, dot, got, hot, lot, not, potThe pot with the dot is not hot.

Teachers may invent their own sentences with the rest of the rimes.10. Administer the posttest using the Assessment Procedures given on the next page to

determine the student�s level of proficiency following the instruction of these skill(s).The teacher should rate the student�s skill level subjectively using the 4-point rubricindicated.

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Teacher Procedures (cont.)


ELL Recommendations:When possible, the teacher should provide visuals (pictures) for each new word to help studentsincrease word vocabulary. Also, see the English/Spanish Word Glossary included.

Assessment Procedures:The pre- and posttest assessments are at the end of the lesson.1. The teacher will read the directions to the students.2. If a student does not write yet, the assessment can be done by making cards with the rime and

having the student choose a consonant card (onset) to form a word that can be recognized.Example:Cards for onset: Card for rime:

b d f m

n p tr v

c r ananan

vc

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Ons

et A

lpha

bet

Car

ds��

Upp

erca

se

AB

CD

EF


5



Ons

et A

lpha

bet

Car

ds��

Upp

erca

se

GH

IJ

KL

6



Ons

et A

lpha

bet

Car

ds��

Upp

erca

se

MN

OP

QR

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Ons

et A

lpha

bet

Car

ds��

Upp

erca

se

ST

UV

WX

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Ons

et A

lpha

bet

Car

ds��

Upp

erca

se

YZ

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Ons

et A

lpha

bet

Car

ds��

Low

erca

se

ab

cd

ea

10



Ons

et A

lpha

bet

Car

ds��

Low

erca

se

gh

ij

fg

11



Ons

et A

lpha

bet

Car

ds��

Low

erca

se

mn

op

kl

12



Ons

et A

lpha

bet

Car

ds��

Low

erca

se

st

uv

qr

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Ons

et A

lpha

bet

Car

ds��

Low

erca

se

yzw

x

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A BC DE F GHI J K L

MN O P

Teacher Procedures (cont.)Small Uppercase Alphabet Cards

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Teacher Procedures (cont.)Small Uppercase Alphabet Cards

QR S TU VWX

ZY

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Teacher Procedures (cont.)Small Lowercase Alphabet Cards

a b c de f g hi j k l

mn o p

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Teacher Procedures (cont.)Small Lowercase Alphabet Cardsq r s t

u vwxy z a g

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Rime Cards

at ayagopug

amapoted

Use along with alphabet cards as onset.



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PLEASE NOTE: The English alphabet has 26 letters, but the Spanish alphabet contains 30. Theadditional letters are ch, ll, ñ, and rr. Although the letters k and w are in the Spanish alphabet, theyappear only in foreign words. It is important to note that in Spanish, unlike English, each vowel possessesonly one sound: a, ah; e, ay; o, oh; u, u (in bull); y, ee. Teachers who are teaching students who arelearning to read in English and who are Spanish speakers, readers, and/or writers must be cognizant ofthese aspects of both languages. Consequently, every effort was made to include vocabulary words thatshare similar labels in both English and Spanish to help facilitate vocabulary development and readingfluency whenever it was possible and appropriate. Therefore, when planning for instruction, teachersshould review the letter/letter sounds they intend to teach and select pictures/words accordingly.

Aa album/álbum, alligator/caimán, animals/animales, alphabet/alfabeto, astronaut/astronauta,ambulance/ambulancia, ant/hormiga, apple/manzana, anchor/ancla, aquarium/acuario

Bb baby/bebé, bag/saco, ball/pelota, balloon/globo, basketball/baloncesto, baseball/béisbol,bat/bate, bed/cama, bee/abeja, bell/campana, bench/banco, bike/bicicleta, boat/barco,boots/botas, bread/pan, bubbles/burbujas, bus/autobús, omnibus, butterfly/mariposa,button/botón

Cc cactus/cacto, cake/torta (pastel), calculator/calculadora, calendar/calendario, camera/cámara, camel/camello, candle/vela, canoe/canoa, car/carro, coche, castle/castillo, cattle/ganados, cone/cono, corn/maíz, cow/vaca, crown/corona, cube/cubo, cup/taza, curve/curva

Dd deer/venado, dentist/dentista, desert/desierto, desk/escritorio, dice/dados, dictionary/diccionario, diamond/diamante, dinosaur/dinosaurio, disk/disco, doctor/doctor, dog/perro, dollar/dólar (�peso fuerte�), dolphin/delfín, door/puerta, dragon/dragón, duck/pato

Ee eggs/huevos, elbow/codo, elf/enano (duende), envelope/sobre de carta, elephant/elefante,escalator/escalera mecánica, exercise/ejercicio

Ff fair/feria, family/familia, fan/abanico, finger/dedo, fire/fuego, fireman/bombero, five/cinco,flag/bandera, flower/flor, flute/flauta, fox/zorra, fruit/fruta

Gg gallon/galón, game/juego, garage/garaje, gas/gasolina, giant/gigante, girl/niña (muchacha),glasses/lentes, globe/globo, gloves/guantes, goat/cabra (chivo), goose/ganso, gorilla/gorila,grain/grano, grapes/uvas, group/grupo, guitar/guitarra, gum/chicle (goma)

Hh ham/jamón, hamburger/hamburguesa, hammer/martillo, hay/heno, heart/corazón, helicopter/helicóptero, hero/héroe, hill/loma (cuesta), hippopotamus/hipopótamo, hole/hoyo, hose/manguera, horse/caballo, hospital/hospital, house/casa

Ii idea/idea, igloo/iglu, iguana/iguana, Indian/indio, inset/insecto, invitation/invitación

Jj jacket/chaqueta, jar/jarra, jeans/pantalones de mezelilla, jeep/jeep, jelly/jalea, jewelry/joyería, juice/jugo, jug (generally made from clay with a cork top/jarro (de barro y contapón)

Kk kangaroo/canguro, karate/karate, kilogram/kilograma, kindergarten/jardín infantil, king/rey,kite/papalote (cometa), kiosk/kiosco, koala/koala

English/Spanish Word Glossary

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Ll lace/encaje (lasos, cordones), lake/lago (laguna), lamb/oveja (borrego/a), lamp/lámpara,leaf/hoja, lemon/limón, letter/letra, lettuce/lechuga, light/luz, lime/lima, lion/leon, lips/labios,list/lista, lock/cerra con llave, long/largo

Mm map/mapa, mask/máscara, medicine/medicina, men/hombres, milk (qt)/leche (un cuarto),mitten/mitón, mom/mamá, monkey/mono, moon/luna, mop/aljofifa (estropajo), mountains/montañas, mouse/ratón

Nn nail/clavo, needle/aguja, nest/nido, nickle/cinco centavos, night/noche, nine/nueve, nose/nariz, note/nota, numbers/números, nuts/nueces

Oo octopus/pulpo, office/oficina, olives/aceitunas, on-off/puesto-cerrado, ostrich/avestruz, ox/buey

Pp package/paquete, page/página, paint/pintura, pair/pareja, pajamas/pijamas, pan/cazuela,panda/panda, paper/papel, parachute/paracaídas, park/parque, parrot/perico, pear/pera,pedal/pedal, penguin/pingüino, penny/un centavo, period/punto, piano/piano, picnic/picnic(merienda al aire libre), pig/cerdo, pine/pino, plane/avión, planet/planeta, plant/planta,police/policia, pony/caballito, pot/olla, potato/papa, pumpkin/calabaza, purse/bolsa

Qq quack (sound that ducks make)/quack (grito de patos), quart (one fourth of a gallon)/cuarta(cuarto de galón), quarter/cuarto del dólar, queen/reina, quesadilla/quesadilla, questionmark/marca de interrogación, quetzal/quetzal, quiet/quieto (silencio), quilt/colcha

Rr rabbit/conejo, radio/radio, radish/rabano, rain/lluvia, rake/rastrillo, rat/ratón, rectangle/rectángulo, ring/anillo, river/río, robot/robot, roots/raíces, rose/rosas, ruler/regla

Ss salt/sal, sandwich/sandwich, satellite/satelite, saw/serrucho, seal/foca, seeds/semillas, sign/señal, six/seis, scissors/tijeras, snail/caracol, snake/serpiente, soldier/soldado, soup/sopa,spoon/cuchara, stove/estufa, submarine/submarino, sum/suma, sun/sol, sweater/suerter

Tt table/mesa, tank/tanque, taxi/taxi, tea/té, telephone/teléfono, telescope/telescopio, ten/diez,tent/tienda de campana, tiger/tigre, toaster/tostador, tomatoes/tomates, top/trompo, towel/toalla, toys/juguetes, train/tren, tree/árbol, triangle/triángulo, tricycle/triciclo, turtle/tortuga,television set (T.V.)/televisor (tele)

Uu umpire/arbitrador, under/debajo (abajo), underwear/ropa interior, unhappy/infeliz, umbrella/paraguas, up/arriba

Vv vampire/vampiro, vase/vaso, vegetables/vegetales, vest/chaleco, vines/vides, violet/violeta,violin/violín, volcano/volcán, van/van

Ww wagon/carretón (vagón), web/telaraña, well/pozo (fuente), wig/peluca, window/ventana,worm/gusano (lombriz), wrist watch/reloj de pulsera

*This letter does not belong to the Spanish alphabet and is only used in terms, chieflyproper names, taken from languages of Northern Europe. It is named V doble (doble v).

Xx xylography (art of wood engraving/xilografía, xylophone/xilofono, x-ray/�rayos x�

Yy yard/patio (de una casa), yarn/hilo de lana, yolk/yema, yogurt/yogurt, yoyo/yoyo

Zz zebra/cebra, zero/cero, zigzag/zigzag, zipper/cierre relampago, zoo/zoológico

English/Spanish Word Glossary (cont.)

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Answer Key(s)


Pretest/Posttest Assessment Answer Key:Answers may be in random order

1. ___an

2. ___an

3. ___an

4. ___an

5. ___an

6. ___an

7. ___an

8. ___an

9. ___an

10. ___an

m

r

J

v

c

t

f

p

b

D

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Emergent Lesson 13: Onsets and Rimes: Phonics Assessment

AssessmentPRETEST


Name_________________________________________Date____________________________

Directions: (The teacher will read the directions for the students.) Circle one of the onsets in theframe to add in front of the rime to make a word you can recognize. Write the chosen letters on thelines to form the words.

Onset:

m g r J v c t D b f z p h(Recognizable words)

Rime: an

1. ____an 2. _____an3. ____an 4. _____an5. ____an 6. _____an7. ____an 8. _____an9. ____an 10. _____an

Teacher Rating for StudentProficiency in this Skill

(4 = advanced; 3 = proficient;2 = partly proficient; 1 = unsatisfactory)

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Emergent Lesson 13: Onsets and Rimes: Phonics Assessment

AssessmentPOSTTEST


Name_________________________________________Date____________________________

Directions: (The teacher will read the directions for the students.) Circle one of the onsets in theframe to add in front of the rime to make a word you can recognize. Write the chosen letters on thelines to form the words.

Onset:

m g r J v c t D b f z p h(Recognizable words)

Rime: an

1. ____an 2. _____an3. ____an 4. _____an5. ____an 6. _____an7. ____an 8. _____an9. ____an 10. _____an

Teacher Rating for StudentProficiency in this Skill

(4 = advanced; 3 = proficient;2 = partly proficient; 1 = unsatisfactory)

migrant literacy net instructional resources emergent ... 13 onset rimes... · phonemic awareness...

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