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Standard 2: Reading Foundations

Students will develop foundational skills for future reading success by working with sounds, letters, and text.


PHONOLOGICAL AWARENESS: Phonological awareness is the ability to recognize, think about, and manipulate sounds in spoken language without using text. 

PK.2.PA.2 Students will recognize spoken words that rhyme.

Student Actions 

Teacher Actions 

  • Students will identify words that rhyme. 


  • Teachers provide repeated experiences with rhyming texts, modeling repetition and oddity tasks using real and make-believe rhyming words.  Example of oddity task:  “bat, car, mat - which word does not belong.”

  • Teachers monitor and provide opportunities for students to receive feedback when identifying words that rhyme.


Teacher Insights 

Florida Center for Reading Research:  Pre-K Activities (webpage)

Florida Center for Reading Research:  Rhyme Activities (PDF)

“Willaby Wallaby Woo” (webpage)

Oddity tasks (webpage)

Rhyming Games (webpage)


  • Rhyming words have a word pattern that reflects the same sound sequence at the ends of words.

  • At ages 3-5, children are able to identify spoken words that rhyme. By the ages 4-5, children will begin producing words that rhyme.

    • Students in the age range of 3-5 are able to distinguish, in spoken word, that blue and shoe rhyme and cat and cup do not.

    • Between the ages of 4 and 5 students are able to produce a second rhyming word when asked, i.e.,  “What rhymes with sky? (fly)”.

  • Repetition of rhyming songs, poems, books, and fingerplays, help students begin to get the feel and rhythm for rhyming words.

  • Although students are able to produce a matching rhyming word, they often are not able to produce a pair of rhyming words until the end of the Pre-Kindergarten year.

Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.

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