Rounding Up the Rhymes Pocket Chart
words. Label two or three cow Word Cards with additional rhyming
words that have the same spelling patterns as the Cards in the
Pocket Chart. Choose a student to read one of the Cards, use a
dry erase marker to underline the spelling pattern, and place it in
the top pocket of the green section of the Pocket Chart in the
appropriate column. Help students use the rhyming words to
decode the new word. Continue labeling new cow Word Cards until
the students have transfer words for each spelling pattern. Point
to and say each set of rhyming words and challenge students to
name additional words with the same spelling patterns. If you need
additional Cards for the transfer step, make copies of the Word
Card Reproducible on cardstock, laminate, cut apart, and have
them ready for labeling.
Congratulations on your purchase of this Really Good Stuff®
Rounding Up the Rhymes Pocket Chart—a rhyming word activity to
follow up the reading of a book, a story, or a poem containing lots of
rhyming words and a handy tool for teaching the Rounding Up the
Rhymes strategy from Patricia M. Cunningham and Dorothy P. Hall.
This Really Good Stuff® product includes:
• Rounding Up the Rhymes Pocket Chart with magnetic strip
• Title Card, Write Again® wipe-off laminate
• 36 Word Cards, Write Again® wipe-off laminate
• Storage Pocket
• This Really Good Stuff® Teaching Guide
Cleaning and Storing the Rounding Up the Rhymes Pocket Chart
Keep your Pocket Chart in good condition by wiping it occasionally
with a damp sponge. Fold the Pocket Chart horizontally along the
stitching lines for easy storage.
Rounding Up the Rhymes Center
After working through several Rounding Up the Rhymes lessons
with students, choose a book with several pairs of rhyming words
and place it in an appropriate center. Label copies of the Word
Card Reproducible with sets of rhyming words from the book, cut
them out, and place them in a basket at the center. Allow
students to go to the center individually or in pairs. Instruct the
students to read the book, find the matching Word Cards with the
rhyming words from the book, and place the Word Cards in rhyming
pairs on the table. Once students have completed the activity,
have them return the Word Cards to the basket. Replace the book
periodically. Be sure to label copies of the Word Card Reproducible
with sets of rhyming words from the new book.
Assembling and Displaying the Rounding Up the Rhymes Pocket
Chart
Before displaying the Rounding Up the Rhymes Pocket Chart, make
copies of this Really Good Stuff® Teaching Guide, cut apart the
reproducibles, and file the pages for future use. Or, download another
copy of it from our Web site at www.reallygoodstuff.com. Store the
Word Cards in the Storage Pocket on back of the Pocket Chart. Hang
the Pocket Chart on a chart rack, attach it to a bulletin board with
pushpins, or affix it to a magnet-receptive surface, using the
magnetic strip on the back. Display the Pocket Chart where
students will be able to see and interact with it easily.
Suggested Rhyming Word Books
You may wish to choose books to use with the Pocket Chart from
Dorothy Hall’s favorite rhyming-word books:
Introducing the Rounding Up the Rhymes Pocket Chart
Choose a book, story, or poem with lots of rhyming words and place
it near the Pocket Chart along with the blank Word Cards and a dry
erase marker. Gather the students around the Pocket Chart and
show them the book you are going to be reading. Use a dry erase
marker to label the Title Card with the name of the selection and
place it in the top pocket of the Pocket Chart. Read the selection
out loud for students’ enjoyment. When you are finished reading,
point out that this story was fun to read and fun to listen to
because of all the rhyming words. Explain to students that they are
going to help you round up the rhymes from the book.
Come with Me on Halloween by Linda Hoffman Kimball (Albert
Whitman & Company, 2005); How Do Dinosaurs Eat Their Food? by
Jane Yolen (The Blue Sky Press, 2005); How Do Dinosaurs Get
Well Soon? by Jane Yolen (The Blue Sky Press, 2003); How Do
Dinosaurs Go To School? by Jane Yolen (The Blue Sky Press,
2007); How Do Dinosaurs Say Good Night? by Jane Yolen (The
Blue Sky Press, 2000); How I Spent My Summer Vacation by Mark
Teague (Dragonfly Books, 1997); I Ain’t Gonna Paint No More! by
Karen Beaumont (Harcourt Children’s Books, 2005); Loud Lips
Lucy by Tolya L. Thompson (Savor Publishing House, 2001); Mouse
Mess by Linnea Riley (The Blue Sky Press, 1997); My Daddy and I
by P. K. Hallinan (Ideals Children’s Books, 2006); My Little Sister
Ate One Hare by Bill Grossman (Dragonfly Books, 1998); My
Teacher’s My Friend by P. K. Halliman (Candy Cane Press, 2001);
Ten Little Dinosaurs by Pattie Schnetzler (Andrew McNeel
Publishing, 1996) The Night Before Easter by Natasha Wing
(Grosset & Dunlap, 1999); The Night Before the Night Before
Christmas by Natasha Wing (Grosset & Dunlap, 2002); The Night
Before Summer Vacation by Natasha Wing (Grosset & Dunlap,
2002); The Night Before the Tooth Fairy by Natasha Wing
(Grosset & Dunlap, 2003); The Night Before Valentine’s Day by
Natasha Wing (Grosset & Dunlap, 2000); The Runaway Pumpkin
by Kevin Lewis (Orchard Books, 2008); This Is the Pumpkin by
Abby Levine (Albert Whitman & Company, 1998); This Is the
Dreidel by Abby Levine (Albert Whitman & Company, 2003); This Is
the Turkey by Abby Levine (Albert Whitman & Company, 2000); To
Market, To Market by Anne Miranda (Sandpiper, 2001); Today I
Feel Silly & Other Moods That Make My Day by Jamie Lee Curtis
(HarperCollins, 1998); Today Is Thanksgiving by P. K. Halliday
(Ideals Children’s Books, 2001); Tumble Bumble by Felicia Bond
(HarperCollins, 2000); ’Twas the Night Before Thanksgiving by
Dave Pilkey (Scholastic Paperbacks, 2004).
Read the first page (or more if necessary) and have students
identify any rhyming words. As students name rhyming pairs, use
a dry erase marker to label the cowboy Word Cards and place
them in the first column of pockets in the blue section of the
Pocket Chart. Continue reading and have students name the next
rhyming pair. Label cowgirl Word Cards with the words and place
them in the second column of pockets in the blue section of the
Pocket Chart. Continue reading until you have six columns
(alternating cowboy and cowgirl Word Cards) of rhyming pairs.
Reread the selection and point to the Word Cards in the Pocket
Chart as you read each rhyming word and have the students say
them with you.
Next, have students help you identify the spelling pattern in each
pair of rhyming words. Explain that the spelling pattern for a
short word is from the first vowel to the end of the word. For
example, if the rhyming pair was hat and cat, the spelling pattern
would be -at. Remove the first pair of rhyming words from the
Pocket Chart and use a dry erase marker to underline the spelling
pattern on each Card. Continue with each set of rhyming pairs.
For the final activity (the transfer step), show students how they
can use the spelling patterns in the rhyming pairs to spell other
All teaching guides can be found online:
Helping Teachers Make A Difference®
© 2011 Really Good Stuff
®
1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304925
Word Card Reproducible
Helping Teachers Make A Difference®
© 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304925