Rhyming words with need

236 best rhymes for 'needs'

1 syllable

  • Seeds
  • Leads
  • Deeds
  • Beats
  • Sheets
  • Streets
  • Feeds
  • Seats
  • Bleeds
  • Eats
  • Meets
  • Weeks
  • Weeds
  • Reads
  • Freaks
  • Cheeks
  • Speeds
  • Speaks
  • Treats
  • Keeps

  • Peeps
  • Breeds
  • Beads
  • Pleads
  • Creeds
  • Steeds
  • Heeds
  • Meads
  • Sweets
  • Cleats
  • Feats
  • Cheats
  • Heats
  • Geeks
  • Leaks
  • Creeps
  • Fleets
  • Greets
  • Seeks
  • Skeets

  • Pete's
  • Deets
  • Teets
  • Pleats
  • Sneaks
  • Peaks
  • Sleeps
  • Reeks
  • Streaks
  • Teeth
  • Greeks
  • Creeks
  • Shrieks
  • Squeaks
  • Tweaks
  • Wreaths
  • Meeks
  • Sheiks
  • Sheeps
  • Seeps

  • Leaps
  • Heaps
  • Weeps
  • Leagues
  • Sweeps
  • Breathe
  • Jeeps
  • Beeps
  • Reaps
  • Beefs
  • Leafs
  • Scenes
  • Leaves
  • Ears
  • Dreams
  • Teens
  • Means
  • Schemes
  • Jeans
  • Seems

  • Screams
  • Feels
  • Wheels
  • Briefs
  • Chiefs
  • Thief's
  • Peirce
  • Reefs
  • Bees
  • Trees
  • Leaf
  • She's
  • He's
  • Breeze
  • Squeeze
  • Cheese
  • Knees
  • Chief
  • Beef
  • Ease

  • V's
  • Keys
  • Freeze
  • Please
  • Leave
  • Sees
  • These
  • Deals
  • Debes
  • Sleeve
  • Fiends
  • Tease
  • Nice
  • Peace
  • Cease
  • Eve
  • Hears
  • Steve
  • Queens
  • Grief

  • Heath
  • Heels
  • Beans
  • Keith
  • Breathes
  • G's
  • Thief
  • Teams
  • Beams
  • Meals
  • Thieves
  • Sneeze
  • Weave
  • Beer's
  • Sheath
  • Wreath
  • Screens
  • Meath
  • Leath
  • Greens

  • Sleeves
  • Keef

2 syllables

  • Proceeds
  • Succeeds
  • Exceeds
  • Recedes
  • Misdeeds
  • Precedes
  • Misleads
  • Impedes
  • Repeats
  • Defeats
  • Elites
  • Athletes
  • Heartbeats
  • Beliefs
  • Completes
  • Receipts
  • Techniques
  • Depletes
  • Competes
  • Retreats

  • Deletes
  • Deadbeats
  • Backstreets
  • Mistreats
  • Worksheets
  • Backseats
  • Spreadsheets
  • Beneath
  • Critiques
  • Antiques
  • Boutiques
  • Workweeks
  • Thirteenth
  • Sixteenth
  • Fifteenth
  • Eighteenth
  • Fourteenth
  • Motifs
  • Nineteenth
  • Umpteenth

  • Babies
  • Disease
  • Worries
  • Bodies
  • Degrees
  • Receive
  • Pussies
  • Ladies
  • Movies
  • Stories
  • Achieve
  • Believe
  • Panties
  • Always
  • Intrigues
  • Fatigues
  • Colleagues
  • Bullies
  • Zombies
  • Release

  • Unleash
  • Police
  • Parties
  • Parties'
  • Relief
  • Chinese
  • Nikes
  • Increase
  • Theses
  • Belief
  • Cities
  • Relieve
  • Believes
  • Louis'
  • Countries
  • Deceive
  • Bequeath
  • Honeys
  • Pennies
  • Cookies

3 syllables

  • Supersedes
  • Parakeets
  • Overheats
  • Underneath
  • Seventeenth
  • Enemies
  • Memories
  • Families
  • Masterpiece
  • Mercedes
  • Melodies
  • Overseas

4 syllables

  • Apologies

5 syllables

  • Opportunities

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Words That Rhyme with Need - Need Rhymes

We found 118 rhyming words for Need. These rhymes are great for any poet, rapper, singer, songwriter,etc who is struggling to find words that rhyme with need. You can click on the word you like for more information or for fun you can Unscramble need

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We found 118 rhymes for Need

You can browse the rhymes for Need below. Click on any word to find out the definition, synonyms, antonyms, and homophones.

Rhyme Len. Syllables PoS
Accede 6 2 verb
Agreed 6 2 adjective satellite
Aidid 5 2 noun?
Airspeed 8 2 noun
Alwaleed 8 3 noun?
Aniseed 7 3 noun
Appleseed 9 3 noun?
Aristede 8 3 noun?
Aristide 8 3 noun?
Bead 4 1 noun, verb
Bede 4 1 noun
Beede 5 1 noun?
Bleed 5 1 verb
Brede 5 1 noun?
Breed 5 1 noun, verb
Cede 4 1 verb
Centipede 9 3 noun
Concede 7 2 verb
Cottonseed 10 3 noun
Creed 5 1 noun
Decreed 7 2 adjective satellite
Dede 4 1 noun?
Deed 4 1 noun
Degreed 7 2 noun?
Disagreed 9 3 noun?
Duckweed 8 2 noun
Ede 3 1 noun?
Exceed 6 2 verb
Fede 4 1 noun?
Feed 4 1 verb, noun
Fireweed 8 3 noun
Flaxseed 8 2 noun
Frede 5 1 noun?
Freed 5 1 noun?
Freid 5 1 noun?
Fried 5 1 adjective satellite
Friede 6 1 noun?
Gaede 5 1 noun?
Ganymede 8 3 noun
Gilead 6 2 noun?
Glede 5 1 noun?
Gleed 5 1 noun?
Greed 5 1 noun
Guaranteed 10 3 noun?
Hamid 5 2 noun?
Heed 4 1 noun, verb
Impede 6 2 verb
Inbreed 7 2 noun?
Indeed 6 2 adverb
Intercede 9 3 verb

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Synonyms of Need

No Synonyms Found.

Antonyms of Need

No Antonyms Found.

Homophones of Need

  • Knead
  • Kneed
  • Nied

Helpful Info

These are word lists that we think you may find interesting.

  •  Longest English Words
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  •  History Of Rhymes
  •  How To Find Rhymes

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The goal of the game is to pick up a rhyme. Word - logic game "Rhymes

Today I want to tell you about very simple and fun, but at the same time useful games that we like to play with our son. These are rhyming games. Like many speech games, they can be incorporated into everyday conversations, so they're perfect for busy moms.
The game of rhymes is useful for the development of creative imagination, not only for the child, but also for the mother. In addition, children of 3-5 years old are very fond of writing poetry, this is their natural need.

Teach children to find words that rhyme with each other. Try to compose 2-3 rhyming lines together about the objects of the world around you, drawn in a picture or described in a book.
In everyday life, as if by accident, use rhymed speech, you can even rhyme an ordinary word with an invented one. Children love ridiculous and funny words. For example, a palm is a trim-pump, a dryer is a boom :) My son, at about 2.5, began to actively invent such funny rhymes for words, I think this is the first step towards creating real rhyming texts.
Be sure to read poems of different styles and authors. When the poem is familiar to the child, try to pause before the last word in the rhyming phrase, most likely the child will quickly begin to finish the phrase.
Here is a small overview of poets that mothers of children should pay attention to:
Samuil Marshak
Korney Chukovsky
Agniya Barto
Sergei Mikhalkov
Mikhail Yasnov
Emma Moszkowska
Daniil Kharms
Boris Zakhoder
Irina Tokmakova
Valentin Berestov
Andrey Usachev
Yunna Moritz
Irina Pivovarova
Vadim Levin
Viktor Lunin

More tricks and games to develop the imagination can be found in the book .

Try to play rhymes with your baby and tell us in the comments what you did.

Have you tried writing poetry? Some people do it, and it's good. This kind of creativity is not that rare among people. True, it is not easy to compose real, good poems, but it is even more difficult to teach this to children. We will not teach, we will play. Maybe some of them will actually learn how to compose, while others will enjoy the game and learn how to think.

For children, the process of writing poetry begins with the ability to select rhymes. Although rhyming games are used by teachers in working with children, they are rare. In part, this can be explained by a small number of options for gaming exercises. This is mainly the selection of consonant words and the frequently encountered game "Tell me a word." In the methodological literature, they are presented by A.K. Bondarenko, G.A. Tumakova and others. The limited number of goals and objectives implemented in these games also explains the little interest in them on the part of teachers. But not children!

What does rhyme mean for children? According to K. Chukovsky, the child has a great desire to rhyme words: "Every rhyme gives the child special joy. And rhyme is even sweeter for groups of children than for this or that child individually." On the impact of rhyme on the child's psyche L.M. Malysheva says this: “Children feel the charm of consonant words and lines very early, often they themselves begin to rhyme in infancy. It is very important to maintain this interest, because the sense of rhyme, like the sense of rhythm, is one of the steps on the way to understanding poetry, its conventionality, its special language.

The pedagogical expediency of games with rhymes can be explained by the value they contain. Rhyme is a pair category. In it, one word necessarily implies another. J. Rodari, reflecting on the nature of creativity, notes that the cognitive function of rhyme explains why rhyme gives children more pleasure than simple consonance. He writes: "Phonetic similarity makes the poet look for semantic connections between words - thus, phonetics gives rise to thought."

By conducting games with the children of the “Pick up a rhyme” series, we, in essence, introduce children to the mechanism for selecting rhymes when composing poems, riddles, etc. It is very important that these game exercises constitute a system of classes for teaching children the technique of versification. You can start playing with simple options already with children of 5 years old and continue throughout the school year with the children of the preparatory group for school, and then after, with schoolchildren. Schoolchildren can be offered not only to pick up rhymes, but also to compose similar exercises themselves.

It is best to acquaint preschoolers with the concept of "rhyme" in the chapter "How Dunno wrote poetry" from N. Nosov's book. Can't think of a better explanation! And it turns out that you can choose rhymes in different ways :

1. Select consonant words orally or from pictures:

Bunny - polar cod; globe - bus.

2. It is necessary to find the rhyme "hidden" in the object itself:

Goby - barrel; goat - eyes.

3 . The name of the object in one picture must be rhymed with the name of the part of the object shown in the second picture:

Mouse - saucepan - lid; ear - bulb - husk.

4. In order to rhyme the name of the first picture with the name of the second one, the object depicted in the second picture must be called differently:

a) Name the object with a generalizing word:

Pillow - doll - toy; door - bear - beast.

b) Choose a synonym for the name of the item:

Cat - basket - basket; shelf - basket - purse.

c) Give the object a descriptive description:

Lake - Baba Yaga - villainess; carrot - fox - cheat.

d) Choose a metaphor:

Bank - steering wheel - steering wheel; leaves - broom - Anisya.

e) Rhyme can reflect relationships and connections between objects:

Bones - children - guests; pen - girl - granddaughter.

5. To find a rhyme for the name of the first object, you need to think and guess:

a) Who or what can the object depicted in the second picture become:

Drum - lamb - ram; rhinoceros - milk - cottage cheese.

b) Who or what was the object shown in the second picture:

Lollipop - crow - chick; foam - Pinocchio - log.

6. The name of the first picture rhymes with the name of the item in the second picture in a diminutive form:

Cat - fish - small fish; ring - coat - coat.

7 . To get a rhyme, you need to change both words (picture names):

a) Form the plural of nouns:

Axe, ball. Axes - balls.

Can, tank. Banks are tanks.

b) Form new words using suffixes:

Flag, iron. Checkbox - iron.

Boy, hat. The little boy is a hat.

8 . The name of the item shown in the picture must be rhymed with an adjective.

Peas - ruffled; shovels - shaggy.

9. The name of the object shown in the picture should be rhymed with the verb:

Shark - dived; titmouse - dreams.

10. The name of the item shown in the picture should be rhymed with an adverb:

Chocolate - sweet; elephant - quiet.

The selection of rhymes in such creative games stimulates the mental activity of children. To arouse in a child the desire to think, to revolve in the cycle of thoughts, logical tasks, to revive his ideas - this is the implementation of the "principle of the optimal correlation of the processes of development and self-development" (N. Podyakov). In such games, the formation of the personal qualities of the child takes place. He asserts himself in them, feels confident and resourceful. For all children, rhyming games are exciting, surprising, interesting and reckless, they allow the teacher to solve educational and educational tasks, building relationships with children on the basis of equal partnership.

Purpose. To teach children to correctly characterize spatial relationships, to select rhyming words.

Lesson progress

The teacher draws the children's attention to the sheets of paper and "washers" (chips) lying in front of each of them.

“Have you forgotten the game of hockey? the teacher is interested. And he clarifies: “The impact and where can the puck be?”

Listens to the children's answers, suggests the direction of the puck's flight, for example: "The puck flies over the goal, to the left of it."

The teacher calls a child who wants to report from the hockey field (the child answers from the spot). Then another child comments on the training of hockey players. The exercise is repeated 3-4 times.

The educator, standing behind the children, observes who moves the puck on a piece of paper in order to work out with some of the children individually later.

“Today I will not treat you to coffee, as we will play the game “Tell me a word” (“Pick up a rhyme”), says the teacher. - A very famous poetess Elena Blaginina composed cunning poems. Listen to them carefully."

The teacher reads a poem by E. Blaginina “There is still a game…”:

It is snowing outside,
The holiday is coming soon…
– New Year.

Softly glowing needles,
Coniferous spirit comes from…
– Fir-trees!

Branches slightly rustle,
Beads are bright…
- Shine.

(“Maybe they are sparkling? Hissing?”)

And the toys are swinging -
Flags, stars…
- Flappers!

(“Not cuckoos? Not frogs? And, of course, not ears?”)

Threads of colorful tinsel,
- Balloons!

(“Balls or gifts?”)

Fragile fish figurines,
Birds, skiers…
– Snow Maidens!

White-beard and red-nosed,
Under the branches of Grandfather . ..
- Frost!


Lesson 1. Conversation on the topic: “I dreamed ...” Didactic game “Choose a rhyme”

Purpose. To teach children to participate in a collective conversation, helping them construct meaningful statements.

Lesson progress

“Today we will learn to speak correctly again,” the teacher begins the lesson. Let's talk about New Year's Eve. All people, adults and children, were waiting for the New Year: gifts, guests, travel, beautiful Christmas trees. Tell us what you dreamed about before the New Year and how you spent the New Year holidays.

The teacher listens to the child's story, makes the necessary corrections, and asks clarifying questions. Then he evaluates the answer, noting its logic, expressiveness (unusual comparisons, emotionality).

Calls 2-3 more guys.

He tries to listen to the stories of those children who spent the New Year holidays in different ways.

It is also desirable to listen to a child experiencing various kinds of difficulties in mastering his native language. But this child must be prepared in advance and together with the children rejoice at his success.

In order to add variety to the conversation, to please children, you can conduct a didactic game "Pick up a rhyme" using the following works:

A puppy looked in the window:
– What does… (cat) eat?

– There are all sorts of people walking around here, look!
- Looks evil at the cat ... (mouse).

– Maybe it's enough, little mouse, to be angry?
- Chirped ... (titmouse).

Didn't say anything
Sleeping under the bed... (dog).

E. Lavrentieva "Choose a Rhyme"

* * *
My dear children!
I am writing you a letter:
I ask you to wash more often
Your hands and… (face).

My dear children!
I beg you very, very much:
Wash more cleanly, wash more often -
I'm dirty. .. (I can't stand it).

Y. Tuwim. "Letter to all children on one very important matter", trans. from Polish S. Mikhalkov

On the merry ones,
On the green
Horizon Islands,
According to scientists,
Everyone walks ... (on their heads).
In the mountains
On a scooter
Ride there
Gobies... (in a tomato)!
And one scientist cat
Even drives ... (helicopter).

Ya. Bezheva. "On the Horizon Islands", trans. from Polish B. Zakhoder

Lesson 2. Reading the story of S. Georgiev "I saved Santa Claus"

Purpose. To introduce children to a new work of art, to help them understand why this is a story and not a fairy tale.

Preliminary work. Having replenished the corner of the book with new collections of works, the teacher invites the children to find fairy tales, stories, poems. You can divide the children into three groups. The first group will select fairy tales, the second - stories, the third - poems. Groups of children will work in rotation, with each successive group looking at the books of the previous group(s) to determine if they have any of the items they want to select.

Lesson progress

The teacher evaluates the work of children (their diligence and conscientiousness). Then he looks through the first stack of books. It is better to start with collections of poems. Often children attribute fairy tales by A. Pushkin, K. Chukovsky to poetry. The teacher finds out whether this is legal, and to which group of works this or that book still belongs.

“This is a fairy tale in verse,” the teacher explains.

The next group of children proves that the books they have chosen are fairy tales (stories).

After evaluating the knowledge and intelligence of the children, the teacher reads to them S. Georgiev's story "I saved Father Frost" (see Appendix). Then he is interested in whether they liked the new work, and whether it is a fairy tale or a story.

Svetlana Golubeva

The manual will assist in the formation of the syllabic structure, in improving the grammatical structure of speech and reading skills , vocabulary expansion, development phonemic perception.

1. D / game "Pick up a rhyme" .

Purpose : learn to pick up pairs of rhyming words; develop phonemic perception.

Game variant :

One of the players is spinning his disc , the other player selects a picture whose name sounds in rhyme. For example : bump-bear, etc.

2. D / game "Make a proposal" .

Purpose : teach children to make sentences of various types using given words; develop verbal creativity, fantasy.

Game variant :

Each player spins his disc , then in turn, the players come up with sentences with the words that matched on discs .

For example :

A girl stroked a little kitten.

The kitten sat on the girl's lap.

It is possible to discuss in advance what sentences should be (with prepositions, how many words, etc.)

The player gets a token for a correct sentence.

3. D / game "Choose a letter" .

Purpose : exercise children in determining the first sound in a word. To consolidate children's knowledge of the passed sounds and letters.

For each picture we select the letter with which the word begins. Having previously determined what the first sound is heard in the name of the picture.

4. D / game "Make a word" .

Purpose : Reading and composing disyllabic words.

Game options :

One child can form two-syllable words.

A teacher and a child or two children can play. One sets a syllable, the other picks up a second syllable to it to make a word.

Purpose: form an idea of ​​the rhyme


Clarify the concept of tongue twister.

To develop diction in children.

Introduce the concept of "rhyme".

To teach to invent the simplest rhymes for words.

Learn to work together, together, amicably.

Materials and equipment : ball, cards from the book “Speech games game library. Issue 11. We play rhymes. Games for the development of phonemic perception»

1. Speech warm-up

Dictionary exercise: pronounce intonation, highlighting the highlighted word in turn:

We are playing with words - we compose together,

We play with words - we compose together ,

Our meetings are good, we have fun from the heart!

We play with words - we compose together,

Our meetings are good , have fun from the heart!

Children with teachers remember what a tongue twister is and why it is needed. Then they, at will, pronounce any tongue twisters.

And learn new ones:

Buying a parrot,

Buy without fear:

Frightened parrots

Wake up the whole neighborhood. (Heinrich Wardenga)

There was a drama at the ball:

Noble Cavalier

From under the nose of a noble lady

Stole one eclair.

And another eclair,

And another eclair,

And one more eclair -

Here's your cavalier. (Peter Sinyavsky)

2. Speech situation


Educator: Have you ever tried to become an echo? How does echo respond to questions? I'll ask, "What time is it now?" And is it for me?

Children: An hour! Hour!

Educator: That's right, "Hour!" That's how you are: if you become an echo, then answer the questions as it is. And to make it more fun, clap your hands when answering. The answer is two claps at the same time.

Caretaker (children)

Get ready, kids! (ra-ra)

The game is on! (ra-ra)

Don't spare your hands (lei-lei)

Hand clap more fun (lei-lei)

What time is it now (hour-hour)

What time will it be in an hour (hour-hour)

And it's not true, there will be two (two-two)

Think, think, head (wah-wah)

How the rooster sings in the village (uh-uh)

Yes, not an owl, but a rooster (uh-uh)

Are you sure so (so-so)

How is it really? (how how)

What is twice two? (two-two)

My head is spinning! (wah-wah)

Is that an ear or a nose? (nose-nose)

(host holding ear)

Or maybe some hay? (carriage-carriage)

Is that an elbow or an eye? (eye-eye)

(presenter points to elbow)

But what do we have here? (us-us)

(leader points to nose)

You are always good (yes-yes)

Or only sometimes (yes-yes)

Do not get tired of answering (chat-chat) when answering “no” fine

Please be quiet (-)

Game over. And those who have "blundered" and gave their phantom to the presenter are waiting for a fun task to be completed.

Educator: Since ancient times, people, writing proverbs, riddles, tongue twisters, tried to decorate these works of oral folk art, rhyming the ends of lines.

Thanks to rhyme, verses are collapsible. Rhyme is when words end the same way. For example, a cat - a spoon, a bump-mouse, a spruce-strand, a rose-mimosa, a sideboard-stool, an owl-head, a river-stove, etc. These words sound like the last syllables. Such ends of words are called rhymes.

Rhyme - consonance of the ends of poetic lines.

After that, the children find the rhyme in the poems "Firs" and "Vanechka the shepherd"


Fir-trees on the edge

To the top of the sky -

I listen, they are silent,

Looking at grandchildren.

And grandchildren - Christmas trees,

Fine needles -

At the forest gate

Dance. (Irina Tokmakova)

Vanechka is a shepherd

Sheep are standing in the meadow

Wool rolled into rings,

And plays for the sheep

A little man on the flute.

This is Vanya, the shepherd!

He has good hearing.

He hates the wolf too,

He won't hurt a lamb,

No matter what.

Vanya be a violinist! (Yunna Moritz)

Think of a rhyme game

Educator: Guys, I have a rhyming ball in my hands. Let's play rhyming words.

I ask the word, throw the ball, and whoever catches picks up a rhyme.

Friend (bow), crow (crown), business (boldly), barn (loaf), house (gnome), sleep (ringing), pillow (frog, bun, cheesecake, toy, girlfriend), path (bast basket, potatoes , cover, okroshka), pencil (jumble, hut, gouache, mirage, crew) ...

Match-up game

Educator: Now look carefully at the pictures in front of you and find the words that rhyme with each other.

Educator: There is another game for you.

I will start poetry now

I will start and you will finish

answer in unison.

Gray wolf in dense forest

I met a red-haired ... (fox).

Where did the sparrow dine?

In the zoo with ... (animals).

A rooster with a prickly hedgehog

Cut fat with a sharp ... (knife).

Non-spiky, light blue,

Hung in the bushes ... (hoarfrost).

In winter, there are apples on the branches!

Collect it quickly!

And suddenly - apples fluttered.

After all, this is ... (bullfinches).

Game "Prompt the word" based on a poem by John Ciardi.

About amazing birds



I saw yesterday.

He was carrying a box,

On the box

Written: “Game”.

I am two blocks away

followed him

(Believe me, I'm not lying).


I asked him:

How to play

In game?

he smiled


Then he answered me:


What is a game

You haven't met yet.

Two birds


Available in my box.

And if you want,

That's with you

We will play together.

And so that we

Could start

You must remember

What is dissimilar

These birds



Such funny birds -

Very hard work.

No wonder people


Their rhymes



Nimble birds

From a large box

Suddenly started

Pull out


Behind the word, the word.

One got

The word NAIL,

Other immediately -


One got

Word SAD,

Another phrase:


One got


Teaching preschoolers how to compose rhyming texts | Article on the development of speech on the topic:

Teaching preschoolers to compose rhyming texts

Mansurova Yu. S.

Teacher of the senior group No. 8 "Pencils"

One of the important tasks of teaching preschoolers is the formation of coherent speech. Children of senior preschool age should be able to independently compose monologue texts of a different nature. Signs of such speech are arbitrariness, expansion and coherence. In a monologue, the child constructs statements independently. He himself chooses the verbal form for expressing the content that he communicates, outlines the sequence of individual parts, links of the content. Whether it is a description of an object, phenomenon or event. It is important for the teacher: does the child own various means for expressing thoughts, are the same words and phrases repeated in one segment of speech?

Such a form of monologue text as a poem contributes to the fact that children develop the ability to feel the artistic expressiveness of the word. Here the foundation is laid for the formation of love for the native language, its accuracy, accuracy, imagery. In practice, teaching preschoolers to create poetic texts, in our opinion, is given little attention. This fact is explained by the lack of effective methods and techniques for teaching children rhythm and rhyming. Without the word play that they contain, the child will not fully master his native language. After all, a rhymed text helps to express not only thoughts, but also feelings, experiences of a person.

L, F. Pavlenko is working on the problem of teaching children word formation, rhyming, and the selection of descriptive characteristics of an object. The teacher proved the possibility of teaching children to compose poetic texts.

Researchers of the formation of children's speech and the characteristics of its development have found that children aged 3-5 have a natural need for versification. After all, a cheerful, funny, frightening or teasing poem is a “verbal toy”. And at the same time, children's poetry is a special, peculiar only to children, view of the world, embodied in the word.

In the methodological developments devoted to familiarizing children with the poetic word, it is rightly pointed out that it is necessary to form an interest in poetic texts. At the initial stages of work, it is necessary to arouse in children an interest in works of art filled with fantasy, humor, word games in rhymes, rhythms, and onomatopoeia. How can one learn to play poetry and with poetry? Of course, they need to be read to children, memorized. Otherwise, the game will not take place. The rules of the game are in the poem itself, in its purpose and content. Everyone knows, for example, nursery rhymes, fables, counting rhymes, teasers, tongue twisters, laughter and other poetic "hype", which is considered to be empty fun. All these are primarily games that teach either the rapid pronunciation of a difficult phrase, or a complex sound combination.

The more often poems are repeated, the more riddles, jokes, onomatopoeia, shifters and other games can be seen in them. This, in turn, will help to take another step towards a new hobby - writing your own rhyming texts, and later your own poems. The acquired ability to compose is also a game and, at the same time, a reward for work. It opens the way for the child to the priceless treasures of world poetry and to his own speech creativity.

As a result of a practical study, the following stages of work were identified:

  1. Acquaintance of children with the algorithm for creating a short poetic text.
  2. Collective compilation of the text according to the algorithm.
  3. Creation of poetic texts by subgroups and small groups.
  4. Individual compilation of poetic texts by children.

Teaching preschoolers to create rhyming texts should start at the age of three. Researchers of children's speech found that children from 3 to 5 years old have a natural need for versification. A cheerful, funny, frightening or teasing poem is a child's verbal toy, and at the same time children's poetry.

Without the word play contained in rhyming texts, the child will not be able to master the richness of his native language. After all, a rhymed text helps to express not only thoughts, but also feelings, experiences of a person.

Problems of learning to rhyme.

Second junior group

Teach children to find words that rhyme with each other, for example: bird - titmouse, cat - mouth, etc. Encourage children to create two or three rhyming lines (semi-active stage) for objects depicted in the picture, described in fairy tales, or from the immediate environment.

Middle group

Continue to teach children to find words that rhyme with each other and create two or three rhyming lines (active stage) according to the objects depicted in the picture, described in fairy tales, or from the immediate environment.

Encourage children to create four-line rhymes.

Senior group

Teach children to independently find nouns that rhyme with each other (laziness - stump), verbs (ran - lay), adjectives (beautiful - cute), adverbs (easy - deep). Learn to analyze the content of the poem and establish cause-and-effect relationships indicated in the text.

Preparatory group

To teach children to independently find words that rhyme with each other and create four rhyming lines based on objects depicted in the picture, described in fairy tales, or from the immediate environment. To form the ability to compose rhymes using a variety of models.

Second junior group

I started working on compiling rhyming texts in the 2nd junior group in the second half of the year. The first thing the children got acquainted with was a game called "Folding Pictures" bright, colorful, single pictures. They looked at them with pleasure. Then I suggested that each picture find a pair, (starting with 5 pairs of pictures, gradually increasing), but such that when you pronounce the picture, you get a song. We called this song rhyme. And in order to interest the child, I dressed up the doll and gave her a name - "Aunt Rhyme", who visited us throughout the year. I used games from the "Collection of methodological materials MDOU No. 242" Sadko "2004.

Folding pictures

Purpose: to teach children to match pictures of objects whose names rhyme.

Move: the teacher lays out about 40 images, the names of which rhyme. The teacher raises a picture and asks to find a pair of rhymes. The game is considered over when 20 pairs are stacked.

"Folding pictures" (Luli rings)

Purpose: to teach children how to work with Luli rings; choose rhyming words.

Move: On a small circle in the picture sector, and to them we will select rhyming words that are located on a large circle.

"Say a word"

Purpose: focusing on the endings of verbs and nouns, select words to rhyme.

Move: The teacher reads short passages, the children agree on the endings.

1. Bunny drums loudly.

He is a serious business ... (busy).

2. The shepherd wakes up first,

Before the shepherd gets up . .. (rooster).

3. Hedgehog - the watchman of the tower -

Angry fox kneaded ... (sides).

4. Snowman - "carrot nose" -

Christmas tree to our home ... (brought it).

"Guessing riddles"

Purpose: to form the ability of children to listen, to finish words, picking up riddles in rhyme

Move: The teacher reads riddles, and the children guess.

1. In the summer in the swamp
You will find her,
Green frog.
Who is this? …. (frog)

"Find a rhyme"

Purpose: To continue to learn how to create a rhyme and find similar-sounding words.

Move: We select with children words similar in sound to one word:

Bridge - tail - toast, etc.

Bird - pizza - titmouse, etc.

Pillow - frog - tub, etc.

Then the teacher reads the quatrains and asks the children to find the words in rhyme.

There is a cat with a mustache

Wanders around the garden,

A horned goat

Follows the cat.


"Riddles - sayings"

Purpose: To develop a sense of rhyme, to develop a vocabulary.

Move: The teacher reads riddles, the children guess them.

1. I am a little bird -
My name is .... (titmouse).

2. In winter it is like fluff, then hard,

In summer it is called .... (water).

3. You warm the whole world

And you don't know fatigue,

You smile at the window,

And everyone calls you .... (sun).

4. We are happy to overtake each other,

Look, my friend, don't fall!

Good then, light

Fast…. (skates). Etc.

"Who becomes who?"

Purpose: to exercise children in the selection of words to rhyme.

Move: the teacher reads a poem by A. Shibaev (“For the smallest”, “Naughty children”, “Samovar”) and the children finish the words.

Once upon a time there was a little puppy,

He grew up, however,

And now he is not a puppy,

Adult . ... (dog).

A mighty giant bull,

In childhood he was ... (a calf)

A foal every day

He grew up and became ... (horse)

Abstract of the lesson for children of the younger group

Visiting Aunt Rhymes.

Program content:

- to teach children to select pictures depicting objects whose names rhyme;

- to teach children to work with Lulia rings;

- to teach children to choose rhyming words.

Organizational moment.

- The day has come.

-I will smile at you and you will smile at each other. It's good that we're all here together.

-How do we feel? (friendly, kind, calm, joyful, affectionate).

There is a knock on the door.

- Guys, Aunt Rhyme came to visit us.

- Tell me, please, what is a rhyme? (Children's answers)

- It's right when the words sound good.

- Auntie Rhyme offers to play a game called "Skladushki - patty".

Work at tables.

- Come here, we will play with magic rings.

- What are they called? (Rings of Lulia).

- On a small circle, in this sector of the picture, and to them we will select folding words that are located on a large circle.

- Look at the picture, who do we see? (Frog).

- And now let's pick a rhyme for the word frog.

Physical education minute.

- The next game is called Say a Word.

- I will read the sentence and you will finish it.

  • Elephant with a trunk like a shower,

Washes the back, washes ... (ears).

  • We baked from flour,

with onions, meat .... (pies).

  • Without a key, you believe me,

you won’t open this .... (door).

  • The shepherd wakes up first,

Before the shepherd gets up . .. (rooster).


- Well done guys, Aunt Rhyme really enjoyed playing with you.

- Did you like it?

- Which game did you like best?

- How did we play? - Will we still play?

Middle group

The next stage of work is to create limericks. Limerick is a short poem, which consists of five lines and is written in the genre of nonsense (specified absurdity). First, limericks are created by a group of children, where the educator takes the leading role,

While compiling the limerick, the child can invent words in rhyme, but these words are not in Russian. In principle, I left this invented word, but with the condition that he explains its meaning, this is also the way the children's word creativity is formed. To begin with, the child must be introduced to the rule of working with the scheme:

2 lines

9128 1111111111111111111111111111111111111AL (Comparison or reference to a property of an object)

1 line

Vil - was (object)

Line 3

What did you do? (Action or interaction with other objects)

4 line

Who did you communicate with?

5 line


  • The first and second lines of the first and second lines are rhyme;
  • The third and fourth lines rhyme with each other;
  • The fifth is a conclusion and may not rhyme.

For example:

There was a cat, there was a river,

Her name was midge. She was hot as a stove.

She was small, She ran in the forest,

She slept on my palm. Warmed everyone up.

This is my cat. (Vova.                                                                                                              *0002

Used games from the younger group and supplemented

"Circles on the water"

Purpose: To develop creative imagination, find rhymes.

Move: Guys, let's play with words, what they evoke in you, what associations, what combinations you can get.

For example: "lemon"

  1. He .... (sour, yellow…)
  2. It is related to the L-word (fox, moon, spoon, etc.)
  3. it rhymes with …

lemon - loaf, lemon - balloon, lemon - law, lemon - bud.

Abstract of the middle group

Visiting Lesovichka.

Program content:

- to consolidate the ability of children to select a rhyme for a given word;

- to develop the ability of children to analyze the content of the poem;

- to consolidate the ability of children to select rhyming words;

- to consolidate the ability to select words that are opposite in meaning.


- Let's join hands, look at each other, smile.

- Guys, I suggest you play a game called "Teremok". The one who picks up a rhyme for a given word will sit in my teremok.

Game "Teremok".

There is a teremok in the field, it is neither low nor high. The one who picks up a rhyme for the word pillow - frog, summer - candy, dot - lobe, potato - midge, egg - ring, window - grain, flower - sock, jacket - duck, crow - crown, spoon - earring

- Guys, a magical old man - Lesovichek will come to visit us today. Do you want to get to know him?

(Lesovichok enters).

- Hello sad guys!

- Hello lazy guys!

- Hello dirty guys!

- Hello evil guys!

- Well, what kind of dunno are sitting here!

V. - It's not true Lesovichek, the guys learn everything from us and can even tell you something, somewhere.

Guys, let Lesovichka read a poem about him.

An old old man lives in the forest, in a forest

He has a beautiful cap on him

He dances a hopachok,

Such a beautiful old Lesovichek.

Physical education minute.

Game "About whom, about what?"

- Guys, what object are we talking about?

- What sign is our object endowed with?

- What actions did you perform?

- How did the author describe him?

- The guys in this poem hid rhymes.

L.- Rhyme? And what is it? What is it eaten with?

- Guys, tell Lesovichka what rhyme is. For example.

- Let's now find sonorous words in the poem.

- Guys, why do we need rhyme? To write poetry.

- Guys, let's try to compose a poem.

Compose a poem.

- What do we select first (object).

The first sentence - Once upon a time ...

- Then we need to characterize our object. What is his character.

-What actions does our object perform? What is he doing?

- What is the conclusion?

- Lesovichek, what do you have in your basket?

- I really love different pictures, so I brought them to show you

- Let's see, oh, rhymes are hidden here, let's pick them up.

L.- It's time for me to say goodbye, goodbye guys.


-It's good that Lesovichok came to visit us.

- Did you enjoy playing with him? And what did you like the most?

-Guys, are we still going to choose rhymes or is that enough?

-Will you compose poetry?

-I really enjoyed playing with you, goodbye.

Senior group

Rhymes improve mood, unite and organize children with their rhythm. They enliven classes, help many children overcome mental stress. Rhyming creates a feeling of self-confidence in the child, develops breathing, diction, hearing, tempo, and regulation of the strength of the voice. Expressive and emotional speech is formed.

It also cheers up the child when parents take part in the creation of rhyming texts. The latter causes a feeling of joy and pride for them.

In order for the child not to lose interest in writing, we came up with the next stage of work.

Created a house of poetry, which allowed building poems according to the scheme. They came up with cards with the designation of a place, action, object. There can be several objects, actions, places in a poem, so the cards are numbered in order. If at the beginning of the poem the beginning begins from a place, then this is a card (No. 1). We do not put any cards on all other words, such as prepositions, conjunctions. We compose rhymed verses using the names of signs.

The rules for compiling rhyming texts have changed with increasing complexity:

1. We compose a poem from five lines.

2. The first and second lines rhyme with each other.

3. The third and fourth lines rhyme with each other.

4. The fifth line is a conclusion and it does not rhyme.

5. We compose a poem using the names of signs.

6.                                                                                                                                                                                                  —

7. There can be several actions, objects, places in a poem.

8. After you have composed a poem, we draw a conclusion and give a name to the poem.

(Figure 1. Poemage house)

For example:

lived a bird,

just like a bad house,

at the house of Letal,

grains, clutching

Here is such a bird. (Snezhana Lapteva)

In this poem, the beginning lived and was composed without names and features. We substitute the names of the signs after we have composed a poem and substitute them in front of the object, place and action.

Here's a funny poem using feature names:

Wet bird.

There was a wet bird,

Just like a multi-colored little bird,

It flew squarely around the house,

Grains pecked sourly,

You would be dry if you didn't fly in the rain. (Snezhana Lapteva)

During the choral pronunciation of rhymes, children can make movements, which causes delight in children.

(Figure 2. Table of signs)

"Warehouse - not a warehouse"

Purpose: to learn how to choose a rhyme for a given word.

Move: the host thinks of a word, the players come up with a rhyme.

For the next stage of work, it is necessary to teach the child to select rhymes for different parts of speech: verb, noun, adjective, adverb. You can make a didactic ball. This ball will be a hint for the teacher. Stick rhymes on the ball to different parts of speech - nouns cancer - poppy, flower - sock, duck - joke, etc. Verbs: ran - lay, played - called, pushed - blinked, etc. Adjectives: beautiful - massive, egg - wheat, etc. Adverbs: wide - far, deep - high. We named this game " Rhymed ball".

"Rhyming ball"

Purpose: to teach children to independently select rhymes for different parts of speech.

Move: the teacher calls a word of a certain part of speech, the children come up with a rhyme for it.

(Figure 3. Rhyme ball)


Purpose: To teach children to select rhyme for sound combination

Move: the driver sets a certain sound combination, and the players compose a couplet with him sa - sa - sa - flew to us ... (wasp), scha - scha - scha - we found in the grass ... (tick), etc.

“Compose further”

Purpose: to teach children to choose a rhyme for a given word.

Move: the teacher reads one line of the poetic text, and the children compose further.

Read poems, encourage children who have found a rhyme in a poem. These exercises encourage further writing.

About whom? About what?

Purpose: to teach to analyze the content of the poem and to establish cause and effect relationships indicated in the text.

Move: What object is it?

What features does the object have?

What did he do?

What conclusion did the author draw?

The work of creating rhymes became the basis for the Smile project.

Purpose of the project:

1. Development of the social and emotional sphere of children of senior preschool age.

2. Raising children to actively display emotional responsiveness to others.

3. Mastering the culture of communication with adults and peers.

1. Practical part of the project

Ø Collection of information on the project (for what reason people smile).

Ø Project planning.

Ø Compilation of file cabinets (collection of funny pictures, funny toys).

Ø Creation of the Kingdom of Smile. “Ways to improve mood” Discuss with your child how you can improve your own mood, try to come up with as many of these ways as possible (smile at yourself in the mirror, try to laugh, remember something good, do a good deed to another, draw a picture for yourself).

Ø Composing funny poems with the help of a poem house and designing a book of poems.

In the future, we plan to continue to compose poems based on the objects depicted in the picture, described in fairy tales and draw them on our own.



- To consolidate the ability of children to select rhyming words for a given word;

- to consolidate children's ability to compose rhyming lines for a given phrase using the names of features;

Poetic house, table of signs, rhyming ball.


- Guys, what do I have in my hands? (Rhymed ball)

- What are we doing with it? (We play rhyming words)

- I ask a word, and you choose a rhyme for it.

- Let's show our guests how we play.

Children match rhymes to nouns, adjectives, verbs, adverbs.

Rule for composing a poem.

- Guys, why do people need rhyme?

(To compose poetry).

- Can we write poetry?

- And what helps us to compose poems?

(Poet house).

- What else? (Rule for composing a poem).

- Who remembers the rule for composing a poem?

1. We compose a poem from five lines.

2. The first and second rhymes with each other.

3. The third and fourth rhymes with each other.

4. The fifth line is a conclusion and it does not rhyme.

5. We compose a poem using the names of signs.

6.                                                                                                                                                                                                  —

7. There can be several actions, objects, places in a poem.

8. After you have composed a poem, we draw a conclusion and give a name to the poem.

Composing a poem


- What were we doing now?

- What did we use to compose poetry?

- Who did we write the poem about?

- What do we conclude?

- Why do we compose poems?

Poems composed by children of the senior group "Pencils".

A prickly cat

There was a prickly cat

And she had a beautiful spoon

With this spoon she ate squarely,

And she sang sweet songs.

If you want to sing sweet songs, eat squarely. (Liza Yarashova).

Hasty car

The vein was a rough car,

Its blue tires were punctured.

She was sad,

Because without wheels, neither here nor there. (Maxim Fomichev)


There was a bump,

It looked like a mouse.

She grew up on a Christmas tree

She had needles,

The cone was looking at us from above,

She didn't overlook anything. (Maxim Fomichev)


I was presented with a ring,

It looked like an egg,

It decorated a hand,

sometimes caught up with boredom,


because it was old. (Snezhana Lapteva).


There was a bird,

Just like a small one,

Flying around the house,

Grain pecking

Such a bird. (Snezhana Lapteva)


We have a girl in the group

Her name is Umochka (Ella Akramova).


A mouse ran into a hole,

She held a crust in her teeth.

She will gnaw it

And she will be very lucky. (Maxim Fomichev).

The sun in the window,

All the time shone in the eyes.

Suddenly a wasp flew by!

Oh, it's the sun!

If it didn't shine in my eyes,

I wouldn't be bitten by a wasp. (Collective).


There was a river,

It was hot as a stove.

She ran in the forest,

kept everyone warm. This is such a caring river. (Lena Laryushkina).

There was a pencil,

It looked like a garage

He drew,

And painted all the garages.

This is such a fun pencil. (Polina Levitskaya).

There was a pump,

It was called a vacuum cleaner.

He vacuumed so cleanly,

That he swept everyone away. (Timur Siraev).

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