- cardboard tubes
- rubber band instruments
- toy drum and stick
- beat
- pluck
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:
Language Development/Receptive Language Attends to language during conversations, songs, stories, or other learning experiences.
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.
Word Play: Finish the Rhyme
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
ELA Focus Skills: Letter Recognition, Gross Motor Skills Phonological Awareness
Have children drum, beat, pluck, blow, and clap as they review sounds while completing a rhyme chant with you.
- Read the chant through once. Then tell children they are going to help you fill in the last word of each verse.
- Pause to let children provide the final rhyming word for each verse. Record each rhyme on the chart.
- Then recite the chant and act out the sounds/motions together.
- Play the drum for the first two verses, a rubber band guitar for the third verse, and a cardboard tube horn for the fourth verse.
Drum, drum, drum.
Don’t suck your . (Hint: Hold up your thumb.)
Beat, beat, beat.
Now stomp your . (Hint: Point at your feet.)
Pluck, pluck, pluck.
Now quack like a .(Hint: Waddle like a duck)
Blow, blow, blow.
Now touch your . (Hint: Point at your toe.)
Clap, clap, clap.
Put your hands in your . (Hint: Point to your lap.)