RHYME AS A FOUNDATION FOR READING AND WRITING
HOW WOULD AN EARLY CHILDHOOD SETTING PROVIDE FOR THIS?
HOW CAN CHILDREN ENGAGE IN THIS LEARNING EXPERIENCE? |
The rhyming race can be adapted in two different ways (as seen in the images above).
In the first set of images, the children will be asked to stand on the first shape (can be a circle one week, and a square another week to integrate recognition of shapes). In order to be able to hop/jump into the next shape, they need to be able to say a word that rhymes with a given letter sound. Students can either choose from a bank of sounds (e.g. 'at', 'op', 'in', etc.) independently, or have a friend/adult determine the rhyming sound. The game can be made competitive whereby the first child who says a rhyming word will be able to move forward. In the second image, the children can have a set of familiar rhyming words written in chalk on the pavement. They can have a friend or adult determine the rhyming sound for that game, and monitor to see how quickly and accurately they hop/jump on the rhyming words. This can be timed as well, for competition. |
The rhyming basket can be adapted to suit a small group or a whole class.
For an individual or a small group, the video and first set of images shows how the children will pair up objects that share rhyming names. For example, physically putting the mouse object next to the house object as 'mouse' rhymes with 'house'. This can be adapted to include writing materials and written cards so that the children can practise writing and reading the accurate spelling of these objects. They can then match the correct word to the correct object and pair them with their rhyming counterparts. The whole-class activity in the second image is another version of the rhyming basket. The whole class sits in a circle, and a basket of objects is passed around one person at a time. The teacher calls out a word that rhymes with an object in the basket (e.g. 'blue') and the child should be able to select and hold up the glue bottle, as 'blue' rhymes with 'glue'. |
WHAT CAN CHILDREN LEARN FROM THIS?
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Learning Area:
English (Foundation) Language: Sound and letter knowledge:
Expressing and developing ideas:
Literacy: Interacting with others:
General Capabilities:
Literacy (Level 1) Word knowledge: Use spelling knowledge:
Critical and Creative Thinking (Level 1) Generating ideas, possibilities and actions: Consider alternatives:
Reflect on thinking and processes Reflect on thinking:
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IN WHAT AREAS CAN CHILDREN DEVELOP?
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Outcome 1: Children have a strong sense of identity
Children develop their emerging autonomy, interdependence, resilience and sense of agency.
Outcome 3: Children have a strong sense of wellbeing Children take increasing responsibility for their own health and wellbeing
Outcome 4: Children are confident and involved learners Children transfer and adapt what they have learned from one context to another
Outcome 5: Children are effective communicators Children engage with a range of texts and gain meaning from these texts
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Updated: September 15th, 2015 by Christie Oh