Rhyming Words Unit - Foundation & Year 1

Rhyming Words Unit - Foundation & Year 1

$4.99
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Rhyming Words Unit - Foundation & Year 1
  • Rhyming Words Unit - Foundation & Year 1
  • Rhyming Words Unit - Foundation & Year 1
Rhyming Words Unit - Foundation & Year 1

Rhyming Words Unit - Foundation & Year 1

$4.99

Curriculum

Explore the curriculum links for this resource. Choose a curriculum to view its codes.

Australian Curriculum v9.0
AC9EFLY09 recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (phonological awareness)
Australian Curriculum v8.4
ACELA1439 Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words
Victorian Curriculum 2.0
VC2EFLY03 recognise and generate syllables, rhyming words, alliteration patterns and phonemes in spoken words (phonological awareness)
New South Wales
ENE-PHOAW-01 identifies, blends, segments and manipulates phonological units in spoken words as a strategy for reading and creating texts
Western Australia
WAPELAP1 Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (phonological awareness)
New Zealand
NZ-Y0-ENG-R-C-TSSF-1 recognise basic features of texts that entertain, such as chronological order in stories or sound patterns in poetry (e.g., rhyme)
NZ-Y1-ENG-R-C-TSSF-1 notice and discuss the features of texts including setting, character, and main events in stories and the use of sound in poetry (e.g., alliteration and rhyme)
NZ-Y0-ENG-W-TS-S-1 orally segment phonemes in a single-syllable, CVC word
NZ-Y1-ENG-W-TS-S-1 orally segment phonemes in a single-syllable, CCVC or CVCC word
United Kingdom
UK-KS1-Y1-ENG-W-T-H Pupils should be taught to: sit correctly at a table, holding a pencil comfortably and correctly begin to form lower-case letters in the correct direction, starting and finishing in the right place form capital letters form digits 0-9 understand which letters belong to which handwriting ‘families’ (ie letters that are formed in similar ways) and to practise these
UK-KS1-Y1-ENG-R-WR Pupils should be taught to: apply phonic knowledge and skills as the route to decode words respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes read accurately by blending sounds in unfamiliar words containing GPCs that have been taught read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings read other words of more than one syllable that contain taught GPCs read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s) read books aloud, accurately, that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words reread these books to build up their fluency and confidence in word reading
UK-KS1-Y1-ENG-W-T-S Pupils should be taught to: spell: words containing each of the 40+ phonemes already taught common exception words the days of the week name the letters of the alphabet: naming the letters of the alphabet in order using letter names to distinguish between alternative spellings of the same sound add prefixes and suffixes: using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs using the prefix un– using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest] apply simple spelling rules and guidance, as listed in English appendix 1 write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far
UK-KS1-Y1-ENG-R-C Pupils should be taught to: develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently being encouraged to link what they read or hear to their own experiences becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics recognising and joining in with predictable phrases learning to appreciate rhymes and poems, and to recite some by heart discussing word meanings, linking new meanings to those already known understand both the books they can already read accurately and fluently and those they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher checking that the text makes sense to them as they read, and correcting inaccurate reading discussing the significance of the title and events making inferences on the basis of what is being said and done predicting what might happen on the basis of what has been read so far participate in discussion about what is read to them, taking turns and listening to what others say explain clearly their understanding of what is read to them
US Common Core (CCSS)
RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.2.a Recognize and produce rhyming words.
RF.K.2.b Count, pronounce, blend, and segment syllables in spoken words.
RF.K.3.d Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Texas (TEKS)
TEKS-ELAR-GK-2A demonstrate phonological awareness by:
Ontario
CAN-G1-LANG-B2.1 use understanding of the sound structure of spoken words to orally isolate, blend, and segment phonemes, from simple structures with two phonemes to structures with more phonemes
CAN-G1-LANG-B2.3 identify, read, and spell most common grapheme-phoneme correspondences of consonants and vowels, with automaticity
CAN-G1-LANG-C3.1 identify simple literary devices, including rhyme, alliteration, and onomatopoeia, and describe how they help communicate meaning
CAN-GK-LANG-OE12 demonstrate an understanding and critical awareness of media texts

Modifications

Something Easier

This resource begins at Foundation, our earliest year level.

Something Harder

There isn’t a close match for the year above yet.

Teach children to hear, identify and create rhyming words through an explicit, classroom-ready sequence. The editable Rhyming Words presentation models how to listen to ending sounds and introduces common word families. Students then consolidate the skill with colourful games and sorting activities before completing progressive black-and-white worksheets.

The resource sequence includes a Rhyming Words classroom display, Rhyme Pair Memory cards, Word Family Picnic mats and cards, and a 24-space Rhyme Trail board game. Practice moves from selecting a rhyming word to matching pairs, finding the odd word, building word-family trains, completing rhyme lines, drawing original rhymes and hunting for rhyme pairs.

The two-part Rhyme Round-Up assessment checks both recognition and independent creation. A five-level rubric supports consistent teacher judgement. Eight answer pages repeat the matching student layout and place fixed answers in red. The editable quiz contains 10 question-and-answer pairs for review, discussion or a final check.

What's Included

  • 18-slide editable Rhyming Words presentation
  • 22-slide editable quiz with 10 question-and-answer pairs
  • Editable unit-plan PowerPoint and print-ready 25-page PDF
  • Rhyming Words classroom display
  • Rhyme Pair Memory with 12 cards
  • Word Family Picnic with four mats and 16 cards
  • Rhyme Trail 24-space board game
  • Eight progressive practice worksheets with matching answers for fixed-response tasks
  • Two-part Rhyme Round-Up assessment
  • Rhyming Words five-level rubric
  • Combined protected preview PDF

Learning Focus

  • Hear and identify rhyming words in spoken language.
  • Attend to ending sounds rather than initial sounds.
  • Match and sort rhyming pairs.
  • Recognise common word families.
  • Generate simple rhyming words.
  • Use a rhyme in a short oral or written line.

Classroom Use

Use the presentation for explicit whole-class teaching, then rotate the memory cards, picnic sort and board game through literacy groups. Select worksheet pages for independent practice, intervention or extension. Finish with the editable quiz and two-part assessment. The full set is designed for approximately five lessons, with additional material for review and small-group teaching.

Product Details

  • Year levels: Foundation and Year 1
  • Subject: English
  • Topic: Rhyming words, word families and phonological awareness
  • Formats: Editable PPTX, print-ready PDF and JPG
  • Counts: 25-page unit plan, 18 presentation slides and 22 quiz slides
  • Answers: Eight matching answer pages for fixed-response tasks; open-ended rhyme creation pages are teacher-judged with the rubric

Teacher Benefits

  • One coherent teaching sequence from explicit instruction to assessment.
  • Colour-coded hands-on materials and ink-friendly practice pages.
  • Multiple task types for whole-class, small-group and independent use.
  • Matching answer layouts for efficient marking.
  • Editable presentation and quiz text.

Digital Product and Terms

This is a digital product; no physical item will be shipped. Purchase grants a single-classroom licence to the purchasing teacher. Files may be printed for that teacher's students and placed on a secure classroom platform. Public posting, redistribution, resale and file sharing are not permitted.

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