Thank you so much for viewing this quick little intervention set. It was designed to engage the students in a brief session of practicing rhyming. Directions for use are included.
*rhyming cards from pack that are laminated and cut out
*dry erase markers
How to use:
Say: Two words that sound the same at the end are rhyming words, such as hat and sat.
Next, show the rhyming cards to the student and read them to the student. Have the student mark the box for whether they rhyme or not.
Continue doing this intensely with the remaining rhyming cards for about 5 minutes or so.
Use again daily if possible until the student has a firm understanding of rhyming.
Card Pictures: blocks/crook, plane/cane, gift/pond, thorn/saw, crab/sweep, fish/wheat, shark/swing, moon/spoon, gate/skate, ball/crawl, eye/pie, crown/bib, square/cry, chair/bear, blow/cheese, bread/thread, kid/lid, dig/fig, snow/throw, whale/chest, bin/fin, chin/tin, caught/spot, dime/duck, bat/owl, win/pin, church/swim, dip/cow, car/star, rip/zip, shell/horse, swan/hen, swamp/phone, dog/frog, lip/ship, kit/sit, bunny/honey, milk/shoe, door/pour, wig/pig – that is 40 cards in all to practice with!
This is a skill needed for the Phonological Awareness Skill Test (P.A.S.T) – Skill #2
Also see my P.A.S.T Activity Set for Skill #1 – Sentence Segmentation with more P.A.S.T Activity Sets to come soon!
Spring Lohr 2016