Draw and Write Together: Food Rhymes

  • marker
  • sentence chart
  • sentence strips
  • “What’s for Dinner” chart

MA Standards:

Foundational Skills/RF.PK.MA.2.a: With guidance and support, recognize and produce rhyming words (e.g., identify words that rhyme with /cat/ such as /bat/ and /sat/).

Head Start Outcomes:

Literacy Knowledge/Phonological Awareness: Identifies and discriminates between sounds and phonemes in language, such as attention to beginning and ending sounds of words and recognition that different words begin or end with the same sound.

PreK Learning Guidelines:

English Language Arts/Reading and Literature 8: Listen to, identify, and manipulate language sounds to develop auditory discrimination and phonemic awareness.

Draw and Write Together: Food Rhymes

© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.

STEM Key Concepts: Many foods that animals, including humans, eat come from plants; We eat certain leaves, roots, fruits, and seeds; Fruits have seeds; Seeds hold what a plant needs to make more of itself; People and other animals interact with their environment through their senses

ELA Focus Skills: Concepts of Print (Directionality, Functions of Print, Print Carries Meaning), Listening and Speaking, Phonological Awareness (Rhyme), Vocabulary, Word Recognition

Educator Prep: Write each line of the rhyme “Oh, So Yummy” on a sentence strip.

Have children make rhymes by substituting their favorite foods for the “Carrots, carrots” line in the rhyme “Oh, So Yummy.”

  • Place the sentence strips in a sentence chart.
  • Recite the rhyme, pointing to each word as you do.
  • Read the rhyme again, inviting children to join in. Then say, Now, let’s change the word carrots for another plant food.
  • Point to a food on the “What’s for Dinner” chart. Say, Someone likes bananas! So, let’s change the word carrots to the word bananas.
  • Hold a blank sentence strip under the word bananas on the chart. Ask, What’s the first letter of the word bananas? It’s the letter “Bb.” I will write an uppercase “B” here because it’s the first word in a sentence. What letter comes next?
  • Write the word bananas a second time, using a lowercase “b” at the beginning.
  • Place the new sentence strip over the one with “Carrots, carrots” in the sentence chart. Read the new rhyme. Invite children to recite it with you.
  • Encourage children to suggest other foods to substitute for new rhymes.

Oh, So Yummy
Carrots, carrots,
Oh, so yummy.
Taste so good
Down in my tummy!

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