Ashley Litchfield
Point Loma Nazarene University
ELD Lesson Plan: Grade 2
Rhyming With Hop on Pop
Lesson Content Area
Language Arts
Topic
Phonemic awareness, rhyming, writing, reading comprehension
English-Language Arts Standards
Reading Comprehension
2.2 State the purpose in reading (i.e., tell what information is sought).
2.8 Follow two-step written instructions.
Literary Response and Analysis
3.4 Identify the use of rhythm, rhyme, and alliteration in poetry.
Language Objectives
Students will:
-recognize rhyming words in a sentence and in a story
-match two rhyming words and two rhyming pictures
-produce words that rhyme with a given word
-work together to solve a problem
ELD Standards
Listening and Speaking (Advanced):
Comprehension, Organization, and Delivery of Oral Communication
-Listen attentively to stories and information on new topics and identify both orally and in writing key
details and concepts.
-Speak clearly and comprehensibly by using standard English grammatical forms, sounds, intonation,
pitch, and modulation.
Reading (Intermediate):
Word Analysis
-Pronounce most English phonemes correctly while reading aloud (Phonemic Awareness)
Reading Comprehension
-Understand and follow some multiple-step directions for classroom-related activities.
Ashley Litchfield
Point Loma Nazarene University
Key Vocabulary
Rhyme, end sound, beginning sound
Assessment
Students will:
-work as a group to match picture flashcards with rhyming words
-independently show understanding of rhyme through two worksheets
-practice rhyming with a given word by playing BINGO
Teacher will:
-activate and evaluate prior knowledge at the beginning of the lesson
-check student understanding along the way
-determine the amount of scaffolding necessary for each student’s success
-lead a discussion and/or activity at the end of the lesson to evaluate student comprehension
Materials
-Hop on Pop by Dr. Seuss
-Vocabulary Flashcards
-Rhyme Time worksheets (2)
-BINGO boards and markers
Ashley Litchfield
Point Loma Nazarene University
Lesson Sequence
Anticipatory Set
-Tell students that we will be learning about rhyming. Can anyone tell me what rhyme is, or give an
example?
-Read Hop on Pop by Dr. Seuss
Instruction
-Engage students in a discussion about the rhymes in the book. Which ones can they rememeber?
What effect did rhyme have on the story?
-Discuss word beginning sounds versus end sounds. Which part of the rhyming words is the same? Do
they have to be spelled the same?
ELD Strategies
-access prior knowledge about rhyming
-differentiate and scaffold appropriately for each student (group of 3 students, meet everyone’s
needs!)
-review vocabulary before, during, and after lesson
-use a multisensory approach (audio, visual, spatial
-provide opportunities for students to generate their own comprehensible input (group work)
Guided Practice
-Students will work in a group of three to match rhyming words on the picture vocabulary cards.
-Have students mix all the cards up and spread them out face-down.
-Flip over one card, then another. If the second card rhymes with the first, set both cards to the
side and start a pile for that end sound. If the second card does not rhyme with the first, flip it
back over and continue flipping cards until one rhymes with the first.
-Repeat until all cards are face up and in groups according to end sound.
Independent Practice
-Students will work individually on two rhyming worksheets.
-If they are not quite understanding yet, do a few activities as a group.
-Plan on doing the first worksheet in the first session, and the second in the second. If students are
flying through the activities, let them finish both sheets. (extend the second session to include a
poem written as a group that uses rhyme.)
Ashley Litchfield
Point Loma Nazarene University
Closure
-Play a game of BINGO using the picture vocabulary cards.
-If lesson finishes in time, extend the second session to include a poem written as a group that uses
rhyme.)
-End with a discussion reviewing important vocabulary words, what rhyme is, and the effects it has on
a reader.
Timeline
Session 1: (30 minutes)
-Intro discussion (3 minutes)
-Read Hop on Pop (7 minutes)
-Rhyme instruction and (5 minutes)
-Flashcard matching game (5 minutes)
-Rhyming worksheet 1 (7-10 minutes)
Session 2: (30 minutes)
-Review vocabulary a rhyme definition/use (2 minutes)
-Review flashcards as a group (Do these two rhyme? Can anyone think of a word that rhymes with
this?) (3 minutes)
-Rhyming worksheet 2 (7-10 minutes)
-BINGO (10 minutes)
-Review vocabulary and key concepts (2 minutes)
-If done early, write a poem as a group that includes rhyme.
Total Lesson Time: 60 minutes