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PK-2-PA-2
Page history
last edited
by Jami Huck 5 years, 6 months ago
Standard 2: Reading Foundations
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Students will develop foundational skills for future reading success by working with sounds, letters, and text.
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PHONOLOGICAL AWARENESS: Phonological awareness is the ability to recognize, think about, and manipulate sounds in spoken language without using text.
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PK.2.PA.2 Students will recognize spoken words that rhyme. |
Student Actions
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Teacher Actions
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- Students will identify words that rhyme.
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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.”
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Teachers monitor and provide opportunities for students to receive feedback when identifying words that rhyme.
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Resources
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Teacher Insights
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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)
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Rhyming words have a word pattern that reflects the same sound sequence at the ends of words.
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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.
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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.
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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)”.
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Repetition of rhyming songs, poems, books, and fingerplays, help students begin to get the feel and rhythm for rhyming words.
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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.
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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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PK-2-PA-2
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