Play Based Approach to Rhyme!Using a play based approach children will actively construct their own understanding of rhyme.
The following ideas demonstrate how through using intentional teaching the children will be the active participants in their learning. SETTING UP THE LEARNING ENVIRONMENT. The learning environment should be set up to encourage:
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Source: PreKinders
By providing provocations within the environment children will be motivated and engaged with their learning. A Rhyming Basket can be used in many different ways. Teachers can place objects in the basket and pass this around the circle. As each child gets the basket the teacher needs to say a word and the child will pull the object that rhymes with the word from the basket. You could set up the tables with different beautiful materials and encourage children to make up their own rhyming baskets and even provide paper and pens to encourage them to write down their rhyming words. |
Rhyming Jars
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Rhyming jars can also be used in many different ways.
Provide a number of jars with rhyming words attached to popsticks. You could have these mixed up and then placed on the table, children will then be encouraged to match the popsticks to the correct rhyming sound. Some examples that you could use are the following: DOG - bog, fog, log, hog, BUG - rug, mug, tug, STAR - car, far, bar, jar BOOK - took, hook, look Encourage children to say the words out loud and then to match up the sound. You can start with all the matching sounds together in their own jars. Eventually children will be able to hear and see the patters. |
LINKS TO SONGS AND FINGER PLAYS!
Here are some great links that will take you to websites that will inspire you with different Rhymes and finger play action songs.
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Links to the Australian Curriculum
Literacy
Interpreting, analysing, evaluation (ACELY1649)
Read predictable texts, practising phrasing and fluency and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge.
Language
Sound and letter knowledge (ACELA1439)
Recognise rhymes, syllables and sounds (phonemes) in sounds.
GENERAL CAPABILITIES
Critical and creative thinking (ACELY1650)
Inquiring, identifying, exploring and organising information and ideas.
Interpreting, analysing, evaluation (ACELY1649)
Read predictable texts, practising phrasing and fluency and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge.
Language
Sound and letter knowledge (ACELA1439)
Recognise rhymes, syllables and sounds (phonemes) in sounds.
GENERAL CAPABILITIES
Critical and creative thinking (ACELY1650)
Inquiring, identifying, exploring and organising information and ideas.
Links to the EYLF
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Outcome 1: Children have a strong sense of identity
- children will join in and initiate play. (p21)
- children will approach new safe situations with confidence (p22)
- Use their home language to construct meaning. (p23)
- Broaden their understanding of the world in which they live. (p26)
- Listen to others ideas and respect different ways of being and doing. (p27)
- empowered to make choices and problem solve to meet their needs in particle contexts. (p28)
- Demonstrate trust and confidence (p31)
- Manipulate equipment and manage tools with increasing competence and skill. (32)
- are curious and enthusiastic participants in their learning. (p34)
- use play to investigate, imagine and explore ideas. (p34)
- participate in a variety of rich and meaningful inquiry-based experiences. (p34)
- contribute their ideas and experiences in play, small and large group discussions.(p40)
- Children interact verbally and non-verbally with others for a range of purposes. (p39)
- Children engage with a range of texts and gain meaning from these texts. (p39)