Students can successfully gain enjoyable learning experiences with rhyming words when teachers incorporate card and board games into the classroom program. Younger learners benefit from hearing others say their rhyming pairs, and begin to develop the concept from the repetitious nature of the activities. While many children arrive at school with an understanding of rhyme, some need more explicit lessons to develop the concept, as it is an important pre-reading skill. Students who are experiencing difficulty need to have frequent positive learning opportunities, preferably self-correcting if an adult helper is not always available.
Rainbow Rhymes Base Board (Print 4) Rainbow Rhymes Cards
Players take turns to take a card from the stack, and state what the picture is aloud so all players know and can check their own cards for a rhyming word to match. If they have a match, they put it with the rhyming card, and remove it from the board, replacing it with another card from that set. The player with the most rhyming words at the end of play, is the winner. (no reading necessary)
Rhyming Spider Cards (27 pairs of simple rhyming words)
(Players must be able to read c-v-c words)
Deal all web cards between players. Lay out these cards on the table for easy viewing. Players take turns to take a card from the spider set, stating what the word is aloud. Any player who has a word that rhymes with it may have that card. The player with the most pairs of rhyming words when all cards have been matched, is the winner.
Players take turns to take a card from the stack, and state what the picture is aloud so all players know and can check their own cards for a rhyming word to match. If they have a match, they put it with the rhyming card, and remove it from the board, replacing it with another card from that set. The player with the most rhyming words at the end of play, is the winner. (no reading necessary)
Students can successfully gain enjoyable learning experiences with rhyming words when teachers incorporate card and board games into the classroom program. Younger learners benefit from hearing others say their rhyming pairs, and begin to develop the concept from the repetitious nature of the activities. While many children arrive at school with an understanding of rhyme, some need more explicit lessons to develop the concept, as it is an important pre-reading skill. Students who are experiencing difficulty need to have frequent positive learning opportunities, preferably self-correcting if an adult helper is not always available.
