Interpret poetry

Students need to be able to identify similar sounds before they can identify words that end in similar sounds (rhyme). First have students clap when they hear separate sounds, such as for each syllable in students’ names, eg one clap for John and two claps for Adam. Students can then move on to clap when they hear a specific sound at the end of words when several different words are spoken.

Recognising Rhyme

There are a number of activities which allow students to identify rhyme. They include:

  • find words that rhyme with student name
  • teach rhymes and tongue twisters
  • students sort picture cards that rhyme
  • Rhyming Word Sit Down – students walk in a circle taking one step for each rhyming word teacher says and then they sit if the teacher says a word that doesn’t rhyme
  • Body Name Game - point to a part of the body, saying a rhyming word and ask the students to say the body part, e.g. point the nose and say rose and student says nose. This provides a visual cue. When students are able to do this, turn it around and point to the knee and have students respond with a rhyming word e.g. bee
  • rhyme innovation - share known rhyme with students and improvise on the rhyme.

References

Australian curriculum reference

ACELT1785: Examining literature: Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry.

NSW syllabus reference

ENe-10: Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry.

NSW literacy continuum reference

Phonemic awareness, Cluster 3, Marker 1: Consistently identifies words that rhyme.

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