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will explain that one characteristic of nursery rhymes is that they have rhyming words. I will add this characteristic to my Characteristics of Nursery Rhymes Chart (Example Chart is provided in Unit Teacher and Student Materials). Rhyming words are words that sound the same at the end of the word but are different at the beginning. I will show students two sets of words that rhyme, such as “pat” and” mat,” read them aloud to hear the same sound, and then underline the letters that sound the same at then end of the word. I will model how to identify the first pair of rhyming words in the nursery rhyme, “Humpty Dumpty” (included in the unit) by listening for words that sound the same and underlining words that have the same ending sounds. I will note that usually rhyming words in a nursery rhyme come at the end of a line or sentence.

Ask: "How do I identify rhyming words in a story?" Students should answer that you listen for words that sound the same at the end. You can look at the words, and underline words with similar endings, but have different beginning sounds.

will continue to read the nursery rhyme, “Humpty Dumpty” and work together to identify the next pair of rhyming words. We will reflect that there were many rhyming words in the rhyme that make it a nursery rhyme, so we will add “Humpty Dumpty” to our chart, along with an example pair of rhyming words identified. We will read and listen to “Three Blind Mice” (included in this unit).

will listen to the nursery rhyme “Three Blind Mice.” Then, you will write or draw two words that you hear that rhyme. The teacher may need to read the poem several times so you can identify the rhyming words. We will add our words to the chart. You will explain how you know this is a nursery rhyme. (Independent Practice Worksheet is provided.)