Why Rhyme?
Rhyme is found everywhere. It's found in writing, poetry, music, children's books and games. Young children also love to sing nursery rhymes and focus on similar sounding words that have a common element in them such as -at, -and or -og. By grouping words like this together, it teaches children the basics of spelling and writing, as well as increasing their phonological awareness and ability to recognise words that belong in the same family of sounds. Rhyming is an area that children need to be able to reproduce with confidence. "Rhyming is a particularly important component of early language experiences. Children who cannot recognise or generate rhyme are at risk of not developing the skills they need to be successful in using familiar word parts for reading and spelling." (Konza, 2011, p. 2).
How is rhyme taught and encouraged in early years classrooms?
Developing the phonological awareness of a child is an integral part of the journey they take along the path to becoming a fluent reader. Rhyming is an area that children need to be able to reproduce with confidence.
Singing is one very important and integral part of helping children learn the rhyming concept. "The singing of ‘learning’ songs, such as alphabet songs, provides children with examples of rhyme, rhythm and repetition and may act as an effective memory aid" (Butzlaff, 2000; Forgeard et al, 2008; ).
Below are two examples of ways the rhyming concept might be taught in an Early Childhood setting.
Singing is one very important and integral part of helping children learn the rhyming concept. "The singing of ‘learning’ songs, such as alphabet songs, provides children with examples of rhyme, rhythm and repetition and may act as an effective memory aid" (Butzlaff, 2000; Forgeard et al, 2008; ).
Below are two examples of ways the rhyming concept might be taught in an Early Childhood setting.
Sheep in a Jeep by Nancy Shaw
Make a Rhyme Chart
I wrote the word "sheep" and drew a picture of a sheep. The class volunteered words to add to the chart that rhyme with sheep. I separated "eap" words by writing them in a different column. After writing with the class, each student chose "eep, eap" words to copy on their sheep paper. We had several so they just chose the ones they wanted, but most wanted to write them all. They then read me each word, as we looked at the beginning sound to help figure it out. (Source: http://www.atozteacherstuff.com/pages/4787.shtml) How does this activity meet the Australian Curriculum Outcomes?Australian National Curriculum
Foundation Year: Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646) Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579). http://www.australiancurriculum.edu.au/ Early Years Learning Framework (EYLF) Outcome 4: Children are Confident and Involved Learners Children experience the benefits and pleasures of shared learning exploration. Outcome 5: Children are Effective Communicators Children listen and respond to sounds and patterns in speech, stories and rhymes in context. Belonging, Being & Becoming: The Early Years Learning Framework Western Australian Curriculum and Assessment Outline (SCaSA) Kindergarten Curriculum Guidelines: Engage in and extend literacy practices in personally meaningful ways. Understand how symbol and pattern systems work. School Curriculum and Standards Authority. |
Rhyming Ring Toss
Rhyming Ring Toss
1. Fill the empty plastic juice bottles with water. Tint each bottle with food coloring to create red, blue, yellow, green and brown. 2. Cut out the middle of each paper plate to make five rings. 3. Attach a sticker to each ring (plate) that rhymes with each color. We used my all time favorite sticker book for activities to come up with these combos: armadillo/yellow, lead/red, shoe/blue, jelly bean/green, and crown/brown. We also place a piece of clear packing tape over the stickers to help them stay on the plates. 4. Arrange the colored water bottles in a cluster on the ground. Time to PLAY! The first person to toss has to determine which ring belongs on each bottle. Let the player stand a few feet away from the bottle and try to toss the ring around the bottle. If this is too challenging, the player can stand over the bottle and try to drop the ring on the bottle. One point is given for each correct match. Continue to play until a player gets five points! How does this activity meet the Australian Curriculum Outcomes?Australian National Curriculum
Foundation Year: Recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439) Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579) http://www.australiancurriculum.edu.au/ Early Years Learning Framework (EYLF) Outcome 1: Children Have a Strong Sense of Identity Children increasingly co-operate and work collaboratively with others. Children engage in and contribute to shared play experiences. Outcome 2: Children are Connected with and Contribute to their World Children begin to think critically about fair and unfair behaviour. Belonging, Being & Becoming: The Early Years Learning Framework Western Australian Curriculum and Assessment Outline (SCaSA) Kindergarten Curriculum Guidelines: Interact verbally and non-verbally with others for a range of purposes. Engage in and extend literacy practices in personally meaningful ways. School Curriculum and Standards Authority. |
See Some More Examples of Rhyming books
Want to find out more? Click on the titles to be taken directly to their websites
References
Butzlaff, R. (2000) Can music be used to teach reading? Journal of Aesthetic Education, 34, 167-307.
Forgeard, M., Schlaug, G., Norton, A., Rosman, C., and Iyengar, U. (2008). The relation between music and phonological processing
in normal-reading children and children with dyslexia. Music Perception, 25, 383-390.
Konza, D. (2011). Research Into Practice. Literacy is Everyone's Business. http://www.decd.sa.gov.au/literacy/files/links/UtRP_1_2_v2.pdf. Accessed 27/9/2015.
Royal Children's Development. (2008). Literacy in Early Childhood. Translating early childhood research evidence to inform policy and practice. http://www.rch.org.au/ccch/policybrief/. Accessed 26/9/2015.