G.

Bethea

Assessment Plan

STANDARD: K.RL.2.1 Recognize and produce rhyming words.

OBJECTIVE: SWBAT produce a rhyming word.

INSTRUCTION:
The teacher will review rhyming words with students by saying, “Two words rhyme
when they have the same ending sound.” There will also be a picture of a ball and a wall on the
board (pictured below). The teacher will ask the students to say each word. After the students say
the word, the teacher will ask if the two words rhyme. If students answer correctly, the teacher
will move to the next part of the lesson. If students answer incorrectly, the teacher will address
the misunderstandings.

The teacher will read the book, The Cat in the Hat. As the teacher is reading, she will be
questioning students about rhymes in the book. Students will be actively listening to the book
and engaging in the questions.

ASSESSMENT: The pre-assessment will challenge students to produce a rhyme based on the
words in a poem read in small groups. The informal assessment will be questioning centered
around rhyming throughout the read aloud. Students will select a word, produce a rhyme, and
draw the rhyme for the post assessment.

A. Pre-Assessment:
In small groups, students will read a poem called “The Fat Cat”. After we identify
the rhyming words in the poem, students will be asked, individually, to produce an -at
rhyming word that is not in the poem. I will be looking for students to say words such
as bat, at, pat, rat, that, flat, chat, or sat.

B. Informal Assessment:
During the read aloud of The Cat in the Hat, the teacher will be questioning students
to focus their attention on the rhymes in the book. Students will be provided with
examples, nonexamples, and explanations of why words rhyme through the questions.
Questions:
p.5 “There are a few sets of rhyming words on this page. Let’s look at bump and
jump. What sound do they end with? Do these words rhyme?”
p. 18 “I see lots of rhymes on this page. Put your thumbs up if you can tell me a
rhyme from this page.” Call on 2 people, ask for different examples. “How did you
know those words rhyme?”
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p. 37 “Now, I see two words on this page, ‘pat’ and ‘play.’ Do these words rhyme?
Why not?” They have the same beginning sound, but not the same ending sound.
“These words don’t rhyme, but who can give me an example of a word that DOES
rhyme with pat?”
p.50 “I see the word net, what other words on this page also rhyme with net?” bet and
yet.
p.58 “Give me a thumbs up if you heard a rhyme on this page.” Have one student
share and let the class tell us if/why it rhymes.

C. Post Assessment:
Following the instruction, students will be divided into 2 groups. They will use a
sensory bin full of rice, rhyming word cards, and foam balls(pictured below) to dig
for one word. Students will then produce a word that rhymes with the word they dug
from the bin. After the student shares the rhyming word with the group, s/he will go
to his/her seat and complete the rhyming sheet individually by pasting their word to
the paper and writing and drawing the word they produced.

CRITERIA: Student ability will be evaluated using the rating scale below.

3-Mastery- Got it! 2- Making Progress- Almost 1- Basic- Still Working on

there! it!
Is able to individually produce Eventually produces a rhyme Is not able to produce a word
a rhyming word with no after being cued and/or that rhymes with the word they
support. supported. have chosen.
Student Name: Student rating:
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Poem for Pre-Assessment

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Rhyming Sheet