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READING READINESS PROGRAMGetting kids excited and ready to read!

RHYME TIME 1

M I C H E L E E P U P P E T S . O R G© MicheLee Puppets Inc. 2017

ACTIVITY GUIDE

2Rhyme Time 1 • Activity Guide

Rhyme Time incorporates puppets, music, audience participation, and a charming pop-up book that brings Mother Goose nursery rhymes to life. Please help us make this program more valuable to your young learners by preparing them for our visit.

PERFORMANCE REQUIREMENTS• 6’ x 6’ cleared floor space for us to set up our table/stage. Children will be seated on the floor in front of

our presentation space.

• One working electrical outlet for our music

• Teachers available to help students stay in their places during the show

PRE-SHOW DISCUSSION/ACTIVITIESWhat is a Puppet? A puppet is a non-living object that is brought to life by the movement of a puppeteer. Rhyme Time uses the styles of hand puppetry, rod puppetry, and toy theatre to tell a story. Hand Puppetry: A performer puts their hand inside of the puppet to make the puppet move, changing his/her voice to help the puppet talk. “Ah Ha” and “Blah Blah” are hand puppets used in Rhyme Time. Rod Puppetry: A performer holds a rod or stick to control the puppet’s movement changing his/her voice to help the puppet talk. “Jack” and “Jill” are rod puppets used in Rhyme Time. Toy Theater: A style of puppetry using a miniature stage with small scenery and puppets made of paper and fabric. Rhyme Time’s pop-up book is in this style.

What is a Puppeteer? Puppeteers are performers that manipulate puppets to tell a story. Their role is to use an audience’s “willing suspension of disbelief” to convince them that the object being performed is a living, breathing character. One puppeteer performs all of the puppets in Rhyme Time.

What is the role of the audience? MicheLee Puppets encourages an interactive audience experience including laughing, sharing of ideas, and active listening. A successful live theatre experience requires the focus of both the performers onstage and of the audience offstage, including students and teachers. Discuss audience etiquette: • How is a live performance different than a TV show or Movie? In a live show the performers and can see and hear you. What can you do to keep from being distracting? • How can I respect my fellow audience members? Being considerate of others’ space and talking only when prompted by the actors. How else? • How can I respect the performers? Clapping shows appreciation to the performers. Following directions and staying focused on the show make a better experience for all. How else?

VOCABULARY WORDSBleating: the noise a sheep makes; baaaContrive: to manage to do somethingCrown: a fancy headdress for royalty AND it also means the top of your head (as in Jack fell down and broke his crown)Curds and whey: cottage cheeseFetch: to get something

Meadow: grassy fieldNimble: to move quickly and easilyPlum: a dark red or purple fruitRhymes: words that sound the same at the end of the wordSpied: to see somethingTuffet: a seat; something to sit on

GETTING READY


Dear Parent,

We are thrilled that your child attended RHYME TIME 1 today! Here are some simple activities you can do with your child at home to extend the learning experience.

Did you know that your child’s endless repetition of a favorite nursery rhyme is actually preparing her/him to read? Nursery rhymes help children begin to understand the sounds that make up a word. Singing or chanting nursery rhymes with your child helps them understand the rhythm and cadence of the words.

RHYME TIME 1 WORDSBelow are some Rhyme Time1 vocabulary words and their definitions. Ask your child to make up a rhyming word to match the sound of each of the words below. It’s okay to be silly and make up a word.

VOCABULARY WORDSBleating: the noise a sheep makes; baaaContrive: to manage to do somethingCrown: a fancy headdress for royalty AND it also means the top of your head (as in Jack fell down and broke his crown)Curds and whey: cottage cheeseFetch: to get somethingMeadow: grassy fieldNimble: to move quickly and easilyPlum: a dark red or purple fruitRhymes: words that sound the same at the end of the wordSpied: to see somethingTuffet: a seat; something to sit on

Two and Three Word Rhyming GamesMake up two-word rhymes for things your child may see in your home, like “night and light” or “itty and kitty.” It is okay if the rhymes are silly, like “mug and hug” or “more and door.”

When your child becomes comfortable rhyming two words, ask him/her to rhyme more than two words, like “mug, bug, rug.”

More Rhyming Ways Play rhyming games with your child while you are out and about, in line at the store or driving in the car. Say something like, “I’m thinking of something on your face and it rhymes with ROSE.” Soon your child will be asking you rhyming questions.

Praise Your Child Your child is learning many new skills. Remember to always, always, always praise your child’s effort, not the outcome.

RHYME TIME 1Parent and Child Activities


Queridos padres de familia,

¡Estamos emocionados que su hijo haya atendido Tiempo De Rima 1 hoy!A continuación encontrara unas actividades simples que usted puede hacer con su hijo en casa para extender la experiencia del aprendizaje.

¿Sabía usted que la repetición que su hijo/a hace de sus canciones infantiles favoritas realmente loayuda a aprender a leer?

Rimas ayuda a los niños a empezar a entender los sonidos que crean una palabra. Cantarcanciones infantiles con su hijo/a los ayuda la rima y cadencia de las palabras.

TIEMPO DE RIMA 1.A continuación hay algunas palabras de vocabulario y sus signif icados. Pídale a su hijo/a queencuentre una palabra que rime con cada una de las siguientes palabras. Está bien si la palabra esinventada y no existe.

CIRUELA (Plum): Fruta roja oscura o purpura.BALIDO (Bleating): Sonido que hace la oveja, Beeehh.VER (Spied): Acción de observar algo.TRAER (Fetch): Alcanzar/buscar algo.CORONA (Crown): Cofia de fantasía usada por la realeza, también se ref iera a la parte superior de la cabeza (como en Jack se cayó y se rompió la corona)PRADERA (Meadow): Campo cubierto de hierba.INGENIAR (Contrive): Arreglársela para hacer algo.ASIENTO (Tuffet): Mueble o lugar para sentarse.CUAJADA: (Curd): Suero extraído de la leche que se usa como alimento.AGIL (Nimble): Moverse rápido y fácil.CHALET (Cottage): Casa pequeña.

Rimas con dos o tres palabrasInvente rimas con dos palabras con cosas que su hijo/a pueda ver en su hogar, por ejemplo “Coche-Noche” o “puerta -cubierta”. Está bien si la rima son tonto, como “cuchada-mirada”. Cuando su hijo se sienta más cómodo rimando dos palabras, pídale que busque más de tres palabras que rimen, por ejemplo: “rosa, loza, cosa”.

Otras maneras de rimar Jugar con su hijo/a a rimar mientras se encuentran afuera, haciendo la línea en el supermercado oconduciendo. Diga algo como “Estoy pensando en algo en tu cara que rima con la palabraFOCA”, pronto su hijo/a empezara a hacer las preguntas él/ella mismo.

CelebreSu hijo/a está aprendiendo nuevas habilidades. Recuerde siempre, siempre, siempre elogiar ocelebrar el esfuerzo hecho por su hijo/a, no el resultado.

TIEMPO DE RIMA 1Actividades para Niños y Padres


OBJECTIVE• Introduce students to vocabulary words from Rhyme Time 1 • Introduce students to definitions of vocabulary words from Rhyme Time1• Introduce students to syllable counts for vocabulary words from Rhyme Time 1

TEACHER INSTRUCTION• Say the word• Ask children to repeat the word• Recite the rhyme containing the word• Define the word• Give an example of the word in a sentence• Ask students to use the word in a sentence correctly• Say the word again asking students to listen for the number of syllables• Have students clap each syllable as Teacher says the word• Ask students how many syllables they counted for the word• If students are incorrect, Teacher demonstrates correctly• If students are correct, Teacher acknowledges correct understanding

VOCABULARY WORD DEFINITION SYLLABLE

COUNT VERSE

Bleating The noise a sheep makes; baa 2 Little Bo-Peep

Contrive To manage to do something 2 Comical Folk

Cottage A simple house 2 Comical Folk

CrownA fancy headdress for royalty AND it also

means the top of your head (as in Jack fell down and broke his crown)

1 Jack and Jill

Curds and Whey Cottage cheese 1 Little Miss Muffet

Fetch To go get something 1 Jack and Jill

Meadow Grassy field 2 Little Bo-Peep

Nimble To move quickly and easily 2 Jack Be Nimble

Plum A dark red or purple fruit 1 Little Jack Horner

Spied To see something 1 Little Bo-Peep

Tuffet A seat; something you sit on 2 Little Miss Muffet

ACTIVITY 1Vocabulary Words, Definitions and Syllable Count


OBJECTIVE• Increase familiarity with rhyming knowledge through listening.

• Increases understanding of rhyming by substituting new rhyme words.

TEACHER INSTRUCTION:• Recite MARY HAD A LITTLE LAMB

• Explain that you will read it again with some new rhyming words.

• Read HARRY HAD A LITTLE RAM (fractured rhyme)

• Ask students to identify what is different.

• What did Mary have? What did Harry have?

• What color was the fleece? What color was the grease?

• The lamb followed Mary where? The tram followed Harry where?

• Using the chart below, ask kids to help create a new fractured rhyme

MARY HAD A LITTLE LAMBMary had a little lamb, little lamb, little lamb.

Mary had a little lamb, its fleece was white as snow.

Everywhere that Mary went, Mary went, Mary went,

Everywhere that Mary went, the lamb was sure to go.

It followed her to school one day, school one day, school one day.

It followed her to school one day, which was against the rules.

It made the children laugh and play, laugh and play, laugh and play,

It made the children laugh and play to see a lamb in school.

HARRY HAD A LITTLE LAMB (a fractured rhyme)

Harry had a little tram, little tram, little tram.

Harry had a little tram, its grease was black as coal.

Everywhere that Harry went, Harry went, Harry went,

Everywhere that Harry went, the tram was sure to go.

It followed him to the pool one day, pool one day, pool one day.

It followed him to the pool one day, which was fenced in with jewels.

It made the children laugh and say, laugh and say, laugh and say,

It made the children laugh and say “You can’t bring a tram to the pool!”

ACTIVITY 2Fractured Rhyme


ORIGINALRHYME WORD

SUBSTITUTEDRHYME WORD

OTHERRHYME WORDS

Mary Harry berry, carry, cherry, fairy, Gary, scary

lamb tram am, scram, spam, swam, ram

fleece grease geese, peace, police

school pool rule, tool, fool, mule

against fenced

rules jewels fools, glues, mules, stools, tools

play say clay, day, gray, hay, jay, spray, way

white bright flight, sprite, delight

black pack sack, shack, snack, track

snow crow grow, low, mow, show, slow, toe, coal, bowl, hole, pole

Below is a chart to use in fracturing the rhyme

ACTIVITY 2Fractured Rhyme (Continued)


The following 2 activities are formatted as teaching cards. Cut them out and use them for small group learning. Mix and match the cards as needed.

OBJECTIVES• Build reading skills• Develop phoneme awareness• Identify letters• Identify syllable counts• Identify upper and lower case letters• Identify word patterns

TEACHER INSTRUCTIONS• The teacher’s sample layout shows teacher how to lay out the teaching cards (do not cut these)• The teaching cards are ready for teacher to cut along the lines that have a picture of scissors on them• Layout the teaching cards as shown on the teacher’s sample layout• Point to each picture and say the word so students will hear the correct pronunciation of each item/word• Have children clap out the syllables in each word• Have children match one item/word from Column A with the rhyming word/item that matches in Column B

Teacher’s Sample Layout – DO NOT CUT

COLUMN A COLUMN B

Bee bee

Hat hat

Cat cat

House house

Fish fish

Tree tree

Mouse mouse

Dish dish

ACTIVITY 3ACOLUMN A COLUMN B

Bear bear

Truck truck

Car car

Box box

Duck duck

Chair chair

Fox fox

Star star

ACTIVITY 3B

ACTIVITY 3A & 3BMatch The Word Rhyme


__________________________________________________________________

_ _ ________________________________________________________________

Beebee

Fishfish

Catcat

Mousemouse


__________________________________________________________________

_ _ ________________________________________________________________

Hathat

Househouse

Treetree

Dishdish


__________________________________________________________________

_ _ ________________________________________________________________

Bearbear

Duckduck

Carcar

Foxfox


__________________________________________________________________

_ _ ________________________________________________________________

Trucktruck

Chairchair

Boxbox

Starstar


RHYME TIME (OPENING THEME SONG)What time is it? Rhyme Time!What time is it? Rhyme Time!

It’s time to rhyme; it’s time to rhyme.Join the beat it’s really neatIt’s time to rhyme.It’s easy as can be, to find a rhyme you’ll seeIf I say hat and you say cat,Those words rhyme ‘cause they end in “at”.Cat, hat mat sat, what’s another word that sounds like that?

It’s time to rhyme; it’s time to rhyme.Join the beat it’s really neatIt’s time to rhymeA rhyme sound you can hear, once you train your ear,If I say friend, and you say bendLet’s think of all the words that have that endListen to the words and their sounds at the end.

RHYME TIME (ENDING THEME SONG)What time is it? Rhyme Time!What time is it? Rhyme Time!

We’ve learned to rhyme; We’ve learned to rhyme.Join the beat it’s really neat,We’ve learned to rhyme.

It can be a game, find words that sound the sameNow before I go, I’d like to know,What are the rhymes that you’ve learned in the show?Little Miss Muffet sat on a tuffet….

We’ve learned to rhyme; We’ve learned to rhyme.Join the beat it’s really neat,We’ve learned to rhyme.No matter where you are, a rhyme sound isn’t farYou can rhyme, anytime, Day or night or rain or shine

We’ve learned to rhyme; We’ve learned to rhyme.Join the beat it’s really neat,We’ve learned to rhyme.What time is it? Rhyme Time!

THE RHYMES


ITSY BITSY SPIDERThe Itsy Bitsy Spider went up the water spout.Down came the rain and washed the spider out.Out came the sun and dried up all the rain,And the Itsy Bitsy Spider went up the spout again.

The Itsy Bitsy Spider went up the water spout.Down came the rain and washed the spider out.Out came the sun and dried up all the rain,And the Itsy Bitsy Spider went up the spout again.

MARY HAD A LITTLE LAMBMary had a little lamb, little lamb, little lamb.Mary had a little lamb, it’s fleece was white as snow.Everywhere that Mary went, Mary went, Mary went,Everywhere that Mary went, the lamb was sure to go.It followed her to school one day, school one day, school one day.It followed her to school one day, which was against the rules.It made the children laugh and play, laugh and play, laugh and play,It made the children laugh and play to see a lamb in school.

LITTLE BO-PEEPLittle Bo-Peep has lost her sheep,And can’t tell where to find them;Leave them alone, and they’ll come home,And bring their tails behind them.

Little Bo-Peep fell fast asleep,And dreamt she heard them bleating;But when she awoke, she found it a joke,For stil l they all were fleeting.

It happened one day, as Bo-Peep did strayUnto a meadow hard by –There she espied their tails, side by side,All hung on a tree to dry.

THE OLD WOMAN UNDER A HILLThere was an old womanLived under a hill ;And if she’s not gone,She lives there stil l .

THE RHYMES


JACK AND JILLJack and Jill went up the hill ,To fetch a pail of water;Jack fell down, and broke his crown,And Jill came tumbling after.

TO MARKETTo market, to market, to buy a fat pig,Home again, home again, j iggety jig.To market, to market, to buy a fat hog,Home again, home again, j iggety jog.To market, to market, to buy a plum bun,Home again, home again, market is done.

THE MULBERRY BUSHHere we go round the mulberry bush,The mulberry bush, the mulberry bush,Here we go round the mulberry bush.On a cold and frosty morning.

This is the way we wash our hands,Wash our hands, wash our hands,This is the way we wash our hands,On a cold and frosty morning.

This is the way we wash our clothes,Wash our clothes, wash our clothes,This is the way we wash our clothes,On a cold and frosty morning.

This is the way we go to school,Go to school, go to school,This is the way we go to school,On a cold and frosty morning.

LITTLE BOY BLUELittle Boy Blue, come, blow your horn!The sheep’s in the meadow, the cow’s in the corn.Where’s the little boy that looks after the sheep?He’s under the haystack, fast asleep!

THE RHYMES


HICKORY, DICKORY, DOCK!Hickory, dickory, dock!The mouse ran up the clock;The clock struck one,And down he run,Hickory, dickory, dock!

THREE BLIND MICE!

Three blind mice! See how they run?They all ran after the farmer’s wife,Who cut off their tails with a carving knife.Did you ever see such a sight in your lifeAs three blind mice?

COMICAL FOLKIn a cottage in FifeLived a man and his wifeWho, believe me, were comical folk;For, to people’s surprise,They both saw with their eyes,And their tongues moved whenever they spoke!

When they were asleep,I’m told, that to keepTheir eyes open they could not contrive;They both walked on their feet,And ‘twas thought what they eatHelped, with drinking, to keep them alive!

LITTLE MISS MUFFETLittle Miss MuffetSat on a tuffet,Eating of curds and whey;There came a big spider,And sat down beside her,And frightened Miss Muffet away.

THE RHYMES


LITTLE JACK HORNERLittle Jack Horner

Sat in the corner,

Eating of Christmas pie:

He put in his thumb,

And pulled out a plum,

And said, “What a good boy am I!”

JACK BE NIMBLEJack be nimble, Jack be quick,

Jack jump over the candle-stick.

PAT-A-CAKEPat-a-cake, pat-a-cake,

Baker’s man!

Bake me a cake

As fast as you can.

Roll it and pat it,

And mark it with a T,

Put it in the oven

For Tommy and me

HUMPTY DUMPTYHumpty Dumpty sat on a wall,

Humpty Dumpty had a great fall;

All the King’s horses, and all the King’s men

Cannot put Humpty Dumpty together again.

THE RHYMES


OLD KING COLEOld King ColeWas a merry old soul,And a merry old soul was he;

He called for his pipe,And he called for his bowl,And he called for his fiddlers three!

And every fiddler, he had a fine fiddle,And a very fine fiddle had he.

“Twee tweedle dee, tweedle dee,” went the fiddlers.Oh, there’s none so rareAs can compareWith King Cole and his fiddlers three.

SING A SONG OF SIXPENCESing a song of sixpence,A pocket full of rye;Four-and-twenty blackbirdsBaked in a pie!

When the pie was openedThe birds began to sing;Was not that a dainty dishTo set before the king?

The king was in the his counting-house,Counting out his money;The queen was in the parlor,Eating bread and honey.

The maid was in the garden,Hanging out the clothes;When down came a blackbirdAnd snapped off her nose.

THE RHYMES


THE HEAD START CHILDDEVELOPMENT AND EARLY

LEARNING FRAMEWORK

PHYSICAL DEVELOPMENT & HEALTHGross Motor Skill: The control of large muscles for movement, navigation, and balance.

SOCIAL AND EMOTIONAL DEVELOPMENTSelf-regulation: Shows confidence in a range of abilities and in the capacity to accomplish tasks and take

on new tasks.

APPROACHES TO LEARNINGCooperation: An interest and engagement in group experiences.

LANGUAGE DEVELOPMENTReceptive Language: The ability to comprehend or understand language.

Expressive Language: The ability to use language.

Phonological Awareness: An awareness that language can be broken into words, syllables, and smaller

pieces of sound.

CREATIVE ARTS EXPRESSIONMusic: The use of voice and instruments to create sounds.

Creative Movement and Dance: The use of the body to move to music and express oneself.


IV. LANGUAGE AND LITERACY DOMAINA. LISTENING AND UNDERSTANDING

1. Demonstrates understanding when listening

Benchmark a: Engages in multiple back-and-forth communicative interactions with adults

Benchmark b: Shows understanding by asking and answering factual, predictive and inferential

questions, adding comments relevant to the topic, and reacting appropriately to what is said

2. Increases knowledge through listening

Benchmark a: Identifies the main idea, some details of a conversation, story or informational text and

can explicitly connect what is being learned to own existing knowledge

Benchmark b: Demonstrates increased ability to focus and sustain attention, set goals and solve

dilemmas presented in conversation, story, informational text or creative play

3. Follows Directions

Benchmark a: Achieves mastery of two-step directions and usually follows three-step directions

B. SPEAKING

1. Speaks and is understood when speaking

Benchmark a: Speaks and is understood by both a familiar and an unfamiliar adult but may make

some pronunciation errors

F. Emergent Reading

2. Demonstrates comprehension of books read aloud

Benchmark a: Retells or reenacts story with increasing accuracy and complexity after it is read aloud

Benchmark b: Asks and answers appropriate questions about the story

FLORIDA EARLY LEARNING AND DEVELOPMENTAL STANDARDS:

4 Years Old to Kindergarten (2017)

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