Grade 2 · Lesson 29 — Rhyme without matching letters

What this lesson is

Lesson 4 of 6 on rhyme. The single idea is: Words can rhyme without being spelled the same. The tool the children are handed is the question “Do the sounds match, and where?” — by the end of the topic that question, not the teacher, settles every case. Held constant today: The trap, deliberately: sound decides, not spelling. This breaks the rule the previous lesson quietly taught. The worked example is built on Poodle stared up at the author's face., ringing stared up at.

Recall — sixty seconds, before anything new

Retrieve: Two-level analysis in context · Re-teach Level One + Re-teach Level Two. Ask for it before you introduce anything, take the answers from boards rather than from hands so you see all thirty, and do not re-teach — note who has lost it and carry on. This is the middle of the launch: context, then this, then why it matters. Only what today leans on — a minute spent retrieving something unrelated costs the same and buys nothing, and the child who cannot recall the prerequisite is the one you will lose in the I-do.

How it goes

1. Sixty seconds of retrieval opens it: “Yesterday: seeing it as well as hearing it. Quick — one together.” Same language as when it was taught, a new example. If the class cannot do this, that is today's real work — stop and reteach.
2. Ten seconds on why it matters — “Allah taught Adam — peace be upon him — the names of everything.” Your words, not those; it is a different reason every lesson so what lands is the idea rather than a sentence they can recite.
3. You name the one idea: Words can rhyme without being spelled the same. Then the plan — what it is, the question we ask, and that we will find them together.
4. Then you do one yourself, on screen, one click per move: Poodle stared up at the author's face. · the question · ring stared up at · name it rhyme. Do it exactly the way you want it done — this is the task they are about to do on their boards, not an easier one.
5. You build the same thing on the board and leave it up for rhyme. The four steps are identical in every lesson of this unit — sentence, question, test, answer — so the children read the method rather than the layout, and today's board shows Poodle stared up at the author's face. still marked when they start work.
6. The We-do runs 4 items on whiteboards — And notice the beats of the words. (p.31), Each beat has an unstressed syllable followed by a stressed syllable. (p.32), book / hook, rain / train. You are scanning for who applies the question and who is guessing from meaning; those look identical on a right answer and completely different on a wrong one.
7. Exit directions in full, standing still, before anyone moves — Sheet and pencil · Ask the question on every item · Find the rhyme in each one. Then they work alone, with the same worked example printed at the head of their sheet.
8. Close on Tetra means four, and meter means measure. — an item they have not met, so it measures rather than reminds — then the line they leave with: “Rhyme is about sound.”
9. Watch for: Judges by spelling instead of sound — Spelling is visible; sound has to be produced. If you see it: “Say them both out loud. Do they END the same?” (Remedial sheet 24.)