Intro to Poetry: Alliteration

Intro to Poetry: Alliteration

Ages 5–8 · 4 minutes · English

All About Alliteration!

In this lesson, students will learn about alliteration. Alliteration is a fun word pattern that is common in poems and stories. Students will learn how to identify alliteration, and they will get to practice by listening to several poems and helping to compose a line of a poem.

Part of

Standards alignment

Common Core State Standards

  • RL.2.4 — Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Alabama

  • ELA21.1.6c — Produce alliterative words.
  • ELA21.K.9b — Recognize alliterative spoken words.
  • ELA21.1.37 — With prompting and support, write simple poems about a chosen subject.

Alaska

  • RL.2.4 — Identify words and phrases that supply rhythm or sensory images and meaning in a story, poem, or song (e.g., regular beats, alliteration, rhymes, repeated lines) and describe how they make a reader feel or what a reader might see in his or her mind.
  • RF.K.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Arizona

  • 2.RL.4 — Describe how words and phrases supply rhythm (e.g., regular beats, alliteration, rhymes, repeated lines) and meaning in a story, poem, or song.

Arkansas

  • K.FR.5.PA — Isolate and pronounce the initial, medial vowel, and final sounds in three sound words.

California

  • RL.2.4 — Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Colorado

  • RWC20-GR.K-S.2-GLE.3-EO.f.i — Identify and produce groups of words that begin with the same sound (alliteration).
  • RWC20-GR.1-S.2-GLE.1-EO.b.iv — Follow and replicate patterns in predictable poems.
  • RWC20-GR.2-S.2-GLE.1-EO.b.i — Describe how words and phrases (for example: regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
  • RWC20-GR.PS-S.2-GLE.2-EO.c — Identify and discriminate between sounds and phonemes in language, such as attention to beginning and ending sounds of words and recognition that different words begin or end with the same sound.

Connecticut

  • RL.2.4 — Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
  • RF.1.2.c — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
  • RF.K.2.a — Recognize and produce rhyming words.

Delaware

  • RL.2.4 — Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
  • L.3.3.a — Choose words and phrases for effect.
  • RF.1.2.c — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

Florida

  • ELA.2.R.3.1 — Identify and explain similes, idioms, and alliteration in text(s).
  • ELA.K.F.1.2 — Demonstrate phonological awareness. • Blend and segment syllables in spoken words. • Identify and produce alliterative and rhyming words. • Blend and segment onset and rimes of single-syllable words. • Identify the initial, medial, and final sound of spoken words. • Add or delete phonemes at the beginning or end of a spoken word and say the resulting word. • Segment and blend phonemes in single-syllable spoken words.
  • ELA.K.R.1.4 — Identify rhyme in a poem.

Georgia

  • ELAGSE2RL4 — Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
  • ELAGSE1RF2.c — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
  • ELAGSE3L3.a — Choose words and phrases for effect.*

Hawaii

  • 2.RL.4 — Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
  • 1.RF.2c — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

Idaho

  • 2.RC.WB.2c — Describe how words and phrases (e.g., rhymes, alliteration) supply rhythm and meaning in a story, poem, or song.
  • K.FR.PA.2a — Identify and produce rhyming words.

Illinois

  • RL.2.4 — Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
  • L.3.3.a — Choose words and phrases for effect.
  • RF.1.2.c — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

Indiana

  • 1.RF.3 — Identify and produce beginning, middle (medial), and final sounds in single-syllable words. (E)
  • K.RF.6 — Identify and produce the beginning, middle (medial), and final sounds in three and four phoneme words. (E)
  • K.RF.4 — Identify and produce rhyming words.

Iowa

  • RL.2.4 — Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
  • RF.1.2.c — Isolate and pronounce initial, medial vowel, and final phonemes (sounds) in spoken single-syllable words.

Kansas

  • RL.2.4 — Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
  • RL.K.13 — Listen to high quality prose and poetry of appropriate complexity for Kindergarten.
  • RF.1.2.c — Isolate and produce initial, medial vowel, and final phonemes in spoken single-syllable words.

Kentucky

  • RL.2.4 — Describe how words and phrases, including but not limited to regular beats, alliteration, rhymes and/ or repeated lines, supply rhythm and shape meaning in a story, poem or song.
  • RF.K.2 — Demonstrate understanding of spoken words, syllables and sounds (phonemes).

Louisiana

  • RF.1.2.c — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
  • RL.2.4 — Describe how words and phrase supply rhythm and meaning in a poem or song; determine the meaning of words and phrases as they are used in text.
  • RF.K.2.a — Recognize and produce rhyming words.

Maine

  • R.7.2.a — Describe how words and phrases supply rhythm and meaning in a text.
  • L.3.3.a — Choose words and phrases for effect.
  • R.2.1.c — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

Maryland

  • RL.2.4 — Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
  • RF.PK.2.e — Isolate and pronounce the initial sound in spoken words

Massachusetts

  • W.2.3.a — For poems, use words and phrases that form patterns of sounds (e.g., regular beats, alliteration, end rhymes, repeated sounds in words or lines) to create structure. (See grade 2 Reading Literature Standard 4.)
  • RF.PK.2.c — Identify the initial sound of a spoken word and, with guidance and support, generate several other words that have the same initial sound.
  • RL.2.4 — Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
  • RL.K.5 — Recognize common types of texts and characteristics of their structure (e.g., story elements in books; rhyme, rhythm, and repetition in poems).

Michigan

  • RL.2.4 — Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
  • L.3.3.a — Choose words and phrases for effect.

Minnesota

  • 0.1.1.1.a — Demonstrate understanding of spoken words, syllables and sounds (phonemes): identify and orally produce rhyming words, onset-rime and alliteration.
  • 0.1.8.1 — Recognize rhythm, alliteration and repeated lines in a story, poem or song read aloud.
  • 1.1.8.1 — Recognize how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem or song.

Mississippi

  • RL.2.4 — Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
  • RF.K.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
  • L.3.3.a — Choose words and phrases for effect.

Missouri

  • 1.R.2.B.a — use rhythm, rhyme, and alliteration through identifying a regular beat and similarities in word sounds
  • K.RF.2.A.d — recognizing spoken alliteration or groups of words that begin with the same onset or initial sound
  • 3.R.2.B.a — use examples of alliteration

Montana

  • RL.2.4 — Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
  • L.3.3.a — Choose words and phrases for effect.

Nebraska

  • LA.1.RP.4 — Identify the basic characteristics of literary text, drawing on a wide range of text types.
  • LA.K.F.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
  • LA.K.RP.4 — With prompting and support, identify the basic characteristics of literary text.

Nevada

  • RL.2.4 — Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
  • L.3.3.a — Choose words and phrases for effect.
  • RF.1.2.c — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

New Hampshire

  • RL.2.4 — Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
  • RF.K.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

New Jersey

  • RL.2.4 — Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
  • L.3.3.a — Choose words and phrases for effect.

New Mexico

  • RL.2.4 — Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
  • RF.1.2.c — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

New York

  • 3L3a — Choose words and phrases for effect.
  • KRF2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
  • KRF2a — Recognize and produce spoken rhyming words.
  • PKRF2c — Isolate and pronounce the initial sounds (phonemes) in spoken one-syllable words (e.g. the /m/ in map).

North Carolina

  • RL.2.4 — Describe how words and phrases supply rhythm and meaning in a story, poem, or song.
  • RF.1.3.c — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
  • RF.K.3.a — Recognize and produce rhyming words.

North Dakota

  • 3.R.7 — Identify examples of literary devices.
  • 3.R.7d — alliteration
  • 2.R.8 — Use a variety of fiction and poetry texts.

Ohio

  • RL.2.4 — Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
  • RF.1.2.c — Isolate and pronounce initial, medial vowel, and final phonemes in spoken single-syllable words.

Oklahoma

  • 2.3.R.4 — Students will find examples of literary devices: • simile • alliteration • onomatopoeia
  • PK.2.PA.4 — Students will isolate the common initial sound when given a set of alliterative spoken words (e.g., the puppy pounces).
  • K.2.PA.3 — Students will isolate and pronounce initial and final sounds in spoken words.

Oregon

  • 2.RL.4 — Describe how words and phrases supply rhythm and meaning in a story, poem, or song.
  • 1.RF.2c — Isolate and pronounce the initial, medial vowel, and final phonemes in spoken single-syllable words.
  • 3.L.3a — Choose words and phrases for effect.
  • K.RF.2a — Recognize and produce rhyming words.

Pennsylvania

  • CC.1.1.PK.C — Demonstrate understanding of spoken words, syllables, and sounds (phonemes). • Recognize rhyming words and when two or more words begin with the same sound (alliteration). • Count syllables in spoken words. • Segment single-syllable spoken words. • Segment single-syllable spoken words.
  • CC.1.3.2.F — Describe how words and phrases supply rhythm and meaning in a story, poem, or song.
  • CC.1.4.1.E — Choose words and phrases for effect.

Rhode Island

  • RL.2.4 — Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (See grade 2 Language standards 4–6 on applying knowledge of vocabulary to reading.)
  • RL.K.5 — Recognize common types of texts and characteristics of their structure (e.g., story elements in books; rhyme, rhythm, and repetition in poems).
  • W.2.3 — Write narratives in prose or poem form that recount a well- elaborated event or experience, or a set of events or experiences; include details and dialogue to show actions, thoughts, and feelings; use temporal words to signal event order where appropriate; and provide a sense of closure. For poems, use words and phrases that form patterns of sounds (e.g., regular beats, alliteration, end rhymes, repeated sounds in words or lines) to create structure. (See grade 2 Reading Literature standard 4.)

South Carolina

  • ELA.1.F.1.2 — Produce alliterative spoken words.
  • ELA.K.AOR.1.2 — Identify forms of figurative language to include alliteration and onomatopoeia, as well as descriptive words and rhyme in text.
  • ELA.K.F.1.2 — Recognize alliterative spoken words.
  • ELA.1.AOR.1.2 — Identify and explain the purpose of forms of figurative language to include alliteration and onomatopoeia, as well as descriptive phrases and words, and imagery.

South Dakota

  • 2.RL.4 — Describe how words and phrases create rhythm and meaning in a story, poem, or song.
  • 1.RF.2.c — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
  • K.RF.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
  • K.RF.2.a — Recognize and produce rhyming words.

Tennessee

  • 1.FL.PA.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
  • 1.FL.PA.2.c — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
  • 2.RL.CS.4 — Describe how words and phrases supply meaning in a story, poem, or song.
  • K.FL.PA.2.a — Recognize and begin to produce rhyming words.

Texas

  • 1.2A.ii — recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;
  • 1.9B — discuss rhyme, rhythm, repetition, and alliteration in a variety of poems;
  • K.2A.ii — recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;

Utah

  • P4.R.2.a — Recognize rhyming words and alliteration.
  • K.R.2 — Demonstrate mastery of age-appropriate phonological awareness skills.

Vermont

  • RL.2.4 — Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
  • RF.1.2.c — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

Virginia

  • 1.C.2.C — Participate in a variety of oral language activities, including choral speaking and recitation of short poems, rhymes, songs, and stories with repeated patterns and refrains.
  • K.C.2.C — Participate in a variety of oral language activities, including choral speaking and recitation of short poems, rhymes, songs, and stories with repeated patterns and refrains.
  • K.FFR.2.C — Isolate the initial, medial, and final sounds in three phoneme (individual sound) words (excluding words ending with /l/, /r/, or /x/).

Washington

  • RL.2.4 — Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
  • RF.1.2.c — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

Washington, D.C.

  • RL.2.4 — Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
  • L.3.3.a — Choose words and phrases for effect.

West Virginia

  • ELA.2.7 — Describe how words and phrases (e.g., regular beats, alliteration, rhymes, and repeated lines) in literary text supply rhythm and meaning in a story, poem, or song.
  • ELA.PK.FR.PA.5 — Identify and discriminate between sounds and phonemes in language, such as attention to beginning and ending sounds of a words and recognition that different words begin or end with the same sound.

Wisconsin

  • ELA.2.L.3.a — Describe how words and phrases supply rhythm and meaning in a text (e.g., alliteration, rhyme, repeated lines).

Wyoming

  • RL.2.4 — Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
  • RF.1.2.c — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.