Kindergarten - ELA
1: Letters
Unit 7: E - But No Elephants
Lesson 5
Day 5
The lesson instructs the adult to "Teach your child the following rhyme and have fun saying it and doing the motions together," and presents an "Elephant Rhyme" with repeated end sounds (e.g., "street" / "beat"). It directs the child to say the rhyme together and to sing it again changing to "TWO enormous elephants...," which has the child orally repeat the rhymed lines. The oral recitation and choral singing expose students to words that rhyme and models rhythmic rhyme patterns.
Unit 8: C - Millions of Cats
Lesson 4
Day 4
The lesson includes a short poem with multiple end rhymes (chairs/stairs, head/bread, shoe/two) that students read and act out. The Optional Extension explicitly directs the adult to leave out rhyming words at the ends of lines and see if the child can supply the missing word. The Optional Extension also asks the child to recall the next line and eventually recite the poem, which requires noticing and producing the rhyming language patterns.
Unit 9: G - The Real Mother Goose
Lesson 1
Day 1
The lesson defines the vocabulary word "rhyme" and includes a skill statement explicitly listing "Recognize and produce rhyming words." The reading section directs the child to listen for and identify rhyming pairs (for example, emphasizing "horn" and "corn" and pointing out "sheep" and "asleep") and asks the child to find rhymes in "Humpty Dumpty." The lesson also prompts the child to produce rhyming words by offering the word "cat" and asking how many rhymes she can generate, with suggested responses provided.
Lesson 2
Day 2
Students are prompted to think of a word that rhymes with "boy," explicitly asking them to produce a rhyming word. Students read the poem "The Little Bird" one or two times and are then asked to supply some words, which asks them to generate words that fit the poem (likely including rhymes).
Lesson 3
Day 3
Students are asked to think of a word that rhymes with "book" during the review and to supply words when practicing the poem "The Little Bird." While reading poems, students are prompted to identify rhyming pairs as they notice them. In Activity 3 students and an adult model change end words to create rhyming pairs and then assist the child to produce her own rhyming poem, including typing and printing the child's rhyme.
Lesson 4
Day 4
The Getting Started section explicitly asks the child to think of a word that rhymes with "car," which prompts students to produce a rhyme. Activity 2 has students read and sing multiple nursery rhymes, giving repeated auditory examples of rhyming patterns. The poem practice asks the child to supply some words in "The Little Bird," which can involve producing or completing rhyming words within a poetic context.
Lesson 5
Day 5
Students listen to and follow along with multiple poems and nursery rhymes (e.g., "Wee Willie Winkie," "Come Out to Play," "Jack Sprat," "Little Jack Horner") during the Reading Workshop, exposing them to rhyming language. Students are asked to dictate a poem or nursery rhyme of their own in the Writing Workshop and may use existing nursery rhymes (e.g., "Little Jack Horner," "Baa, Baa, Black Sheep") as a model, providing an opportunity to produce rhyming text. The activities also have students read poems together in Activity 1, which gives additional exposure to poetic/rhyming language.
Unit 10: O - Owl Babies
Lesson 2
Day 2
The review section explicitly defines "rhyme" as "to have the same end sound," giving students a direct explanation of the concept. The "Wide-Eyed Owl" poem contains at least one clear rhyming pair ("nose" / "toes") and has students listen to and perform motions while the poem is read, so students hear rhyming words in context.
Unit 12: D - Dinosaurs Big and Small
Lesson 3
Day 3
Activity 3 has students learn and recite a poem about dinosaurs and be prompted to join in saying the poem with motions. The teacher is instructed to point out that there are two pairs of rhyming words and to say those underlined pairs together with the child. Students are asked to repeat the poem and identify describing words, which includes guided attention to word endings and sounds while speaking aloud.
Unit 17: M - Marshmallow
Lesson 5
Day 5
Activity 2 asks the child to listen to two poems, notice that they rhyme, and identify some of the rhyming pairs at the ends of the lines. The activity also has the child look through poetry/nursery rhyme books to find clues that a book contains poems, which directs attention to rhyme patterns. Activity 3 provides a short poem printed for the child to fill in blanks, engaging the child with poetic language and word choice.
Unit 19: J - Jump Frog Jump
Lesson 2
Day 2
Students are asked during the Review to define vocabulary including the term "rhyme: to have the same end sound," which requires them to state the concept of rhyme. Students sing the "Five Little Speckled Frogs" finger-play song, which contains clear rhyming pairs (e.g., frogs/log; pool/cool), giving them auditory examples of rhyming words. The lesson directs students to create motions and count along with the song, providing contextual exposure to rhyming language.
Unit 21: V - Zin! Zin! Zin! A Violin
Lesson 1
Day 1
The Skills list explicitly includes "Recognize and produce rhyming words. (LA)," which identifies rhyming as a targeted skill. The Reading section names a specific book (Zin! Zin! Zin! A Violin) that students read aloud or listen to, which could provide language exposure. No specific rhyming examples, prompts, or practice activities are provided elsewhere in the text.
Lesson 5
Day 5
Activity 2 asks students to generate rhymes for words such as cat, book, and dog and invites them to think of additional rhyming words. The activity defines rhyming as different beginning sounds but the same ending sounds and prompts students to supply rhyming words during a read-aloud (e.g., supplying 'trombone' to rhyme with 'tone' and 'solo' to rhyme with 'go low'). Students are asked to identify rhyming pairs on a subsequent page (along/song, trombone/alone, two-o/duo) and to independently search the text for words that rhyme and point out rhyming pairs they find.
2: Holidays
Unit 27: Halloween
Lesson 1
Day 1
The lesson explicitly lists the skill "Recognize and produce rhyming words" in the Skills section. During reading, students are asked to "think of words that rhyme with goon" and are given example rhymes (spoon, soon, tune, balloon, moon, lagoon). Students are also asked to listen for the word "lagoon" in the story and note rhyming words as a similarity between Goodnight Moon and Goodnight Goon.
Lesson 5
Day 5
Activity 2 directs students to listen for and say rhyming words: the teacher points out "claws" and "jaws," has the child practice saying them, and asks the child to guess rhyming pairs such as "bat" and "hat." Students are asked to look through the book independently to find pairs of end-of-line words that rhyme and to share any pairs they find. Activity 3 has students generate and produce their own rhyming pair (e.g., "Good night, clock, and good night, sock."), draw the objects, and either have the adult write the sentence or fill in blanks by copying the rhyming words.
Unit 29: Christmas
Lesson 3
Day 3
The finger play "Five Little Bells" is provided for the child to chant and includes clear rhyming pairs (e.g., "row" / "slow", "fast" / "last", "chime" / "time"). Students are instructed to chant the rhyme along with an adult, learn finger motions, and ring the bells at the end, giving oral practice with the rhymed lines. The lesson also directs students to sing additional Christmas carols such as "Jingle Bells," providing further exposure to rhymed song text.
1: Environment
Unit 2: Weather
Lesson 7
Spring
Students are given three short poems and asked to attempt to read each poem and then identify rhyming words in each poem. Students are directed to underline words that rhyme in the same poem using the same colored pencil or crayon and are encouraged to listen to poems read aloud to hear rhymes. The poems include clear rhyme pairs (e.g., away/day/play/away in "Rain", ground/around and new/few in "Growing Flower", inside/cried in "Hatch!") that students can locate and mark.
2: Similarities and Differences
Unit 3: We're the Same, We're Different
Lesson 3
Different Personalities
The song at the end asks students to substitute personality words and to "think of an ending phrase that rhymes with the personality trait at the end of line four," requiring students to produce a rhyme. The song text itself contains a rhyming pair ("kind" / "mine"), providing an example students can hear and imitate. These items prompt students to generate rhyme in a spoken/singing context.
3: Patterns
Unit 2: Patterns in Sounds, Words, and Actions
Lesson 1
Word Patterns
Students are asked to listen to word sets (take, bake, rake) and identify the shared ending -ake and to name other -ake words. In Activity 1 and Option 2 students circle the repeating part of words (hat/bat, hen/pen, frog/dog), label pictures with rhyming words, and add a new word to extend each pattern. Activities 2 and 3 have students identify rhyming words in nursery rhymes and poems, say rhyming pairs aloud, record rhyming words, and add new rhyming words to given pairs. Multiple prompts ask students to produce rhyming words (e.g., add another word, think of words that rhyme with hat, book, and play).
Lesson 2
Making Word Patterns
Students are asked to name pairs or sets of rhyming words in the Introduction and reminded that rhyming words sound the same. In Activity 1 students complete sentences by supplying a rhyming word, check answers aloud, and create a rhyming sentence book, which requires producing rhymes. In Activities 2 and Option 2 students sort, label, and generate word families (e.g., -un, -it) to recognize patterns that create rhymes, and Activity 3 has students identify and record rhyming words from picture books. Activity 4 asks students to write or copy a sentence that contains two rhyming words, reinforcing production.
Lesson 3
Poetry Patterns
Students are asked to listen to and read poems and then identify and circle words that rhyme (Activity 1: "Circle the words that rhyme in the same color"). Students sing "A-Hunting We Will Go," pause to guess the next rhyming word, and are prompted to recite words in each verse that follow the same pattern (Activity 2). Students also brainstorm rhyming words for animals, write another verse to the song, fill in blanks on a rhyming song page, and record/circle rhyming words from songs (Activities 2–4).
Final Project
Patterns Video
The lesson explicitly lists "Rhyming" as one of the four pattern types students must locate or create for their video. A dedicated "Rhyming Pattern" student page prompts students to identify the pattern, name the elements it is made of, say where they found or made it, and sequence parts with "First comes... Then...". The instructions tell students they can read words from a book or poem and explain the pattern or make up their own example and practice it for recording.
6: Reading
Unit 1: Semester 1
Lesson 1
Letter Sounds Review I
Students build and read multiple words in the at and ap word families (Activity 4.2 and Activity 5.1), placing initial letter cards before at/ap to create cat, sat, mat, fat, pat and cap, map, tap, sap. Students read the Tap and Pat reader and repeatedly practice the same rime (tap/pat) while sounding out and blending letter sounds. The lesson describes word families as groups of words that "share letters in common and have a similar sound," linking student word-building to shared endings.
Lesson 2
Letter Sounds Review II
Students work extensively with word families (at/ap and it/in/ig/ip) by reading lists of words that share common endings, cutting out words, and sorting or gluing them under the correct family. Students build words by adding initial letters to rime cards (e.g., adding b- to -ig to make "big") and read each resulting word aloud. Word chain activities require students to change one letter to make new words, and multiple activity pages list clustered words that share endings (bit, sit, pit; pig, big, dig).
Lesson 3
Letter Sounds Review III
Students sort and glue picture/word cards into short-o and short-u boxes (Activity 2.2) and place printed words under word-family headings (Activities 3.3 and 4.2). Students build words by adding initial letters to rime cards (ut, un, ub, ug and ot, op, og, ob) to create sets of words that share the same ending (Activities 3.2, 3.3, 4.2). The teacher asks which family a spoken word belongs to (e.g., plug → ug, shut → ut) and has students read aloud words in each family.
Lesson 5
Adding s, More Word Families, Ending with ck
Students sort and read word-family lists (an, ab, ag; am, ad; ack, eck, ick, ock, uck) by cutting and placing words into the correct columns, and they are asked which family specific words belong to (for example, speck → eck; truck → uck). Students build words using word-building cards and are given a goal of producing multiple words per word-building card (e.g., make two words for each family), and they practice changing initial letters in Word Chains to create new words with the same ending (e.g., sack → rack → pack). Activities prompt students to listen to vowel and ending sounds and to "listen closely to the middle sound" when placing words, supporting recognition of shared rime patterns.
Lesson 6
Open Syllables and Digraph th
The lesson explicitly defines rhyming words and has multiple activities for rhyme work: Activity 1.2 asks students to read word pairs (bed/red, cat/pat, etc.), answer questions about their endings, and add more words that rhyme. Activity 3.3 has a movement video (sit for non-rhymes, stand for rhymes) and a Coloring Rhyming Words page where students identify and color six rhyming picture pairs. The Weekly Message and the Life Application rhyming game ask students to notice words that end with the same sound and to produce rhyming words (real or nonsense).
Lesson 8
Blends with s
The skills list explicitly includes "Recognize and produce rhyming words." Students also encounter word chains that contain words with the same rime (e.g., snap → snag → snack → smack → pack → peck → check) and dictated sentences that place rhyming or similar-ending words together (e.g., "The fox has a snack in the shack."). Several word-building and spelling activities present sets of words that share endings (/æk/, /ɛk/) which could support noticing rhyme.
Lesson 10
Blends with r
The lesson's Skills list explicitly includes "Recognize and produce rhyming words," indicating an intended focus. In the Wrapping Up section, students are given a riddle that requires producing a rhyming word: "I rhyme with 'lip' and begin like 'dress.' (drip)."
Lesson 11
Ending Blends
Students are asked in Activity 3.3 to point to sight words that rhyme with 'moo' (identifying 'you' and 'to'), providing an explicit task for rhyme recognition. The lesson's skills list explicitly includes 'Recognize and produce rhyming words,' signaling an intended focus on rhyming. These items show students practice identifying rhymes among known sight words.
Lesson 12
Double ll, ss, ff, zz (FLOSS)
The skills list explicitly includes "Recognize and produce rhyming words." In Activity 2.2 students read words that "rhyme with 'all'" (call, tall) and then write additional rhyming words (mall, ball). Activity 2.3 has students read, cut, and sort words into the all/ell/ill word-family columns, which requires recognizing rhyme patterns. The Life Application asks students to create sentences made up of rhyming words, prompting production of rhymes.
Lesson 13
Glued Sounds ng and nk
The lesson's skills list explicitly includes "Recognize and produce rhyming words." Students read and sort multiple word families (ang, ing, ong, ung, ank, ink, onk, unk) and cut/glue words into columns, which requires recognizing common endings. Activities have students change initial letters to make rhyming sets (e.g., king -> ring -> wing -> ding) and complete Fill in the Blanks by adding endings (ang, ing, ong, ank, ink, unk). Students also point to endings they hear during Word Sorting and find ng/nk words in the Weekly Message, demonstrating auditory recognition of rhyme patterns.
Lesson 14
Three-Letter Beginning Blends
The Skills list explicitly includes "Recognize and produce rhyming words." Activity 2.1 asks the child to compare the words scrap and strap and asks, "Are these rhyming words? What makes them rhyming words?" with a note that they end with the same sound (ap). Several word-building and sorting activities present multiple words that share endings (e.g., scrap, strap, scrap) that students read and compare aloud.
Lesson 15
More Ending Blends
The Skills list explicitly includes "Recognize and produce rhyming words." In the Wrapping Up section, students are prompted to say words they worked with and come up with words that rhyme with them, with an example (felt → melt or belt) and turn-taking practice. Multiple activities require students to listen for and identify ending sounds (pointing to ending-blend cards, underlining ending blends, and word sorting), which supports rhyme recognition.
Lesson 16
R-Controlled Vowels (ar)
The Skills list explicitly includes "Recognize and produce rhyming words." In Activity 1.2 the child is asked to identify that "car" rhymes with "far" and "star" ("What word is it?"), requiring rhyme recognition. In Activity 5.2 (Guess My Word) students write and say words in response to clues that require producing a rhyming word (e.g., "I rhyme with cart" → start).
Lesson 17
Semester Review
The Skills list explicitly includes "Recognize and produce rhyming words." Activity 5.2 directs students to cut out word cards, place them into groups that show words that rhyme (e.g., ham, scram, ram, slam, swam), and then read each group aloud. Several Student Activity Page descriptions list columns of words organized for rhyming practice, supporting hands-on recognition and reading of rhyming sets.
Unit 2: Semester 2
Lesson 1
Long Vowels a and i with Silent e
The lesson's Skills list explicitly includes "Recognize and produce rhyming words." Activity 4.3 "Guess My Word" gives rhyming clues (e.g., "I rhyme with 'size'..." and "I rhyme with 'mane'...") that require the child to produce words that rhyme with the prompt and to write and say each answer. Students are asked to write and say the target words, providing direct practice producing rhymes.
Lesson 2
Long Vowels o, u, and e with Silent e
The skills list explicitly includes "Recognize and produce rhyming words." The Life Application directs students to play with rhyming words by saying a long-vowel word (for example, "make") and asking the child to list words that rhyme (take, bake, cake, etc.), accepting nonsense words that rhyme. The Life Application gives a clear, student-facing task to produce rhyming words and practice rhyme patterns aloud.
Lesson 4
More R-Controlled Vowels (er, ir, or, ur)
The lesson's Skills list explicitly includes "Recognize and produce rhyming words," indicating that students are expected to work on rhyming. In Activity 2.2 students are asked to "Spell the word for an instrument that rhymes with corn (horn)," which asks the child to identify a rhyme and produce the rhyming word. Word-building and word-family activities require students to read and spell sets of similarly ending words, which can indirectly expose students to rhyme patterns.
Lesson 5
Long a Spellings ai, ay
The lesson explicitly prompts students to notice that the sight words may and way rhyme (Activity 1.3) and asks them to identify the shared long a sound. The Life Application asks students to make sentences using long a rhyming words, which requires students to produce rhymes. The Word Chains activity includes sequences labeled as focusing on rhyming and similar-sounding words (e.g., play → pray → tray) and asks students to generate intermediate words, which has students create and manipulate rhyming/like-sounding words. The skills list also names "Recognize and produce rhyming words."
Lesson 6
Long e Spellings ee, ey, ea
The lesson's Skills list explicitly includes "Recognize and produce rhyming words," indicating rhyming is an intended target. Students are directed to spell and read multiple word sets that contain rhyme patterns during Word Building (e.g., tree, free; feed, need; deep) and Alphabet Soup (possible words listed include bee, see, tree, free, feet), so students will read and spell many rhyming word pairs.
Lesson 7
Long i Spellings y, igh, ie
The Skills list explicitly includes "Recognize and produce rhyming words," showing an intended focus on rhyme. Activity 3.1 directs the child to note that "night" rhymes with "kite," prompting explicit rhyme recognition. Activities that have students spell and read word families (e.g., cry, fry, sly, shy; night, fight, light, right) give students practice with sets of words that rhyme or share rime patterns.
Lesson 8
Long o Spellings ow, oa, oe
The lesson's Skills list explicitly includes "Recognize and produce rhyming words." Activity 3.1 asks students to identify four words that rhyme (boat, coat, goat, float), and the Life Application directs students to take turns saying words that rhyme with a chosen long-vowel word. Multiple activities require students to point out or generate rhyming words orally (wrapping up and the rhyming game) and to locate rhymes in printed word lists.
Lesson 9
Long u Spellings ue, ew, ou
The lesson's Skills list explicitly includes "Recognize and produce rhyming words." Activity 3.3 asks the child to read and write sight words and then asks which ones rhyme with "should," with the expected answers "would" and "could." The lesson also points out same-sounding word pairs (e.g., "blue" and "blew") which requires students to attend to similar end sounds.
Lesson 10
Other Long Vowel Patterns
The lesson's Skills list explicitly includes "Recognize and produce rhyming words." Students cut out and place words into columns labeled by endings (ild, ind, ost, old, olt) in the Wild Word Sorting activity, and they use word-building cards and the Alphabet Soup page to create sets of words that share common endings (e.g., mild, wild, child; cold, gold, hold). Students also read and spell word groups that share the same final letter combinations during multiple activities and the spelling test.
Lesson 11
Long Vowel Sounds Review
The Skills list explicitly includes "Recognize and produce rhyming words." Activity 4.3 (Guess My Word) asks students to write and say words in response to clues, including two clues that explicitly use rhyme ("I rhyme with 'feet'..." -> sweet; "I rhyme with 'meal'..." -> seal). In Activity 4.3 students must produce the target words aloud and in writing, linking the clue word to a rhyming answer.
Lesson 12
Other Vowel Sounds oi, oy
The Skills list explicitly includes "Recognize and produce rhyming words." Activity 3.3 (Rhyming Words) asks students to read a title word, select words from a Word Bank, and write lists of words that rhyme with each title word (e.g., hope: slope, cope, rope, nope). The Life Application and Day 5 activities ask students to make up silly sentences using rhyming words from the lesson, and Activity 3.3 also invites students to add their own rhyming words as an added challenge.
Lesson 13
Other Vowel Sounds ou, ow
Students are asked to read and group rhyming words in Activity 4.3 (Spelling Test) where they write words into rhyme groups such as now/how/cow and the grouped lists (brown: crown, frown, gown, down; round: found, mound, sound, hound, pound; out: shout, scout, spout). The lesson explicitly tells students to read rhyming examples aloud and points out that "these words rhyme and have the same /ou/ spelling." Students also sort and glue words into columns based on shared spellings and sounds (ou vs. ow) in Activities 2.2 and 3.1, which involves recognizing similar ending sounds.
Lesson 14
Other Vowel Sounds aw, au
Students are asked in Activity 1.2 to read target words (toy, boil, owl, out, town, round) and write two to three rhyming words under each, with example rhymes provided. The Skills list explicitly includes "Recognize and produce rhyming words." The Student Activity Pages show spaces for students to generate and write rhyming words under each header word, and the Introduction states students will continue to work with rhyming words as practice.
Lesson 15
These Make More Than One Sound: oo and ea
The Skills list explicitly includes "Recognize and produce rhyming words." Activity 4.3 models rhyming (teacher writes meat, treat, heat) and asks the child to read them aloud and to write groups of rhyming words on the Spelling Test page. The Spelling Test directs the student to write given sets that rhyme (e.g., soon/spoon/noon, wood/hood/stood, bread/dead/thread, bear/wear/swear), requiring the student to identify and record rhyming words.
Lesson 16
Silent Starts: kn, wr, gn
The lesson's Skills list explicitly includes "Recognize and produce rhyming words," indicating rhyming is an intended skill. In Day 3 (Activity 3.1) the teacher script tells the child that "wrong" and "wring" rhyme with "song" and "sing," providing at least one direct example of rhyming pairs. The Word Sorting activity groups words by vowel sounds, which can support students' ability to notice similar ending sounds that underlie rhymes.
Lesson 17
Year-End Review
The Skills list explicitly includes "Recognize and produce rhyming words," and the Introduction checklist names "Rhyming words" as a focus. In Activity 1.2 (Which Words?), students are asked to identify which words rhyme with "gold" and find the rhyming words (bold, told), requiring direct recognition of rhymes. The Life Application section encourages playing games that involve coming up with rhyming words, which suggests generation of rhymes outside the formal activities.