![]() This activity can be extended by making up poems, songs or chants focussing on rhyming words. Discuss these words and encourage children to add to the lists as they wish. Seuss creates uncomplicated, monosyllabic rhymes to foster learning and inspire children to read. Here, as in most of his extensive body of work, Dr. To consolidate and assess understanding, use the whiteboard to write down some of the words that rhymed in the book as well as the rhyming words that children generated throughout the reading. First published in 1963, Hop on Pop remains a perennial favorite when it comes to teaching kids to read.“Amy said that ‘see’ rhymes with ‘knee’, she’s right, they both have the ‘ee’ sound in them.” provide specific praise to build on children’s understanding of rhyme, for example.“hop and pop both have the ‘op’ sound at the end.” pause the reading to discuss how the words sound the same, for example.read the book using stress and intonation to emphasise the rhyme and patterns.encourage the children to join in reading the story.ask questions such as “what other words rhyme with….?” and “what are the words that rhyme here?” “Do these words rhyme (yes or no)?”.Clearly articulate the learning intention:.“pat, cat, pat, sat on…(cat)” and point to picture of cat if required to further prompt the child. for children who are not yet able to generate and/or identify rhyming words, educators could focus on supporting children to produce rhyming words in sentence completion tasks, for example.for children who are competent with identifying and producing more complex rhyming words, extension could focus on segmenting words into onset and rime, for example.Differentiationĭifferentiation should be based on prior assessment of the child/children’s communication skills. Individuals or small group (2-5 children). phrase and sentence patterns: day, play, we play all day.word and phrase repetition: mouse, house, mouse on house.rhyming words: night/fight & house/mouse.“What other words rhyme with fall?” - “mall, stall, call” and so on. generate rhyming words in response to questions for example.‘hat’ and ‘sat’ rhyme and ‘we’ and ‘small’ do not rhyme. identify rhyming and non-rhyming words, for example.Identify rhyming words, alliteration patterns, syllables and some sounds (phonemes) in spoken words.Victorian curriculum levels F-2: literature Actively use, engage with and share the enjoyment of language and texts in a range of ways.Listen and respond to sounds and patterns in speech, stories and rhymes in context.Begin to recognise patterns and relationships and the connections between themĬhildren engage with a range of texts and get meaning from these texts.Victorian Early Years Learning and Development Framework (VEYLDF, 2016)Ĭhildren begin to understand how symbols and pattern systems work.What information has been gathered as evidence to inform this experience?.teaching practice: reading with children.language and emergent literacy learners (30-60 months).This learning experience plan relates to: ![]() This experience should be differentiated depending on the individual child/group level. This book is funny and engaging for children, as well as filled with rhyme and repetition making it an effective platform for teaching specific phonological awareness skills. This experience involves reading a classic book by Dr Seuss: Hop on Pop.
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