Look at the poem to see how it is set out on the page. Identify the shape of the poem and compare the length of the lines.
Listen to the poem being read by an accomplished reader. Pay attention to its sound qualities created by rhythm, rhyme, alliteration (repetition of consonant sounds) and assonance (repetition of vowel sounds).
Activities to identify sound and word patterns
Activities to identify the initial sound:
- students sort cards according to initial sound
- 'I’m going shopping,' - Start with 'I’m going shopping and I want to buy something starting with ...' Students select real items or pictures of items from a collection
- scavenger hunt – create bags with a collection of pictures of items that start with known sounds, Take each picture out and discuss what the picture is, taking care to enunciate clearly and emphasise the initial sound. If the picture is a star, ask students 'what is the first sound in star'. Give groups of 2-3 students their own bag with a picture previously discussed in it. Explain that the group’s task is to find other things in the classroom with the same initial sound. After a set time, each group shows their objects to the rest of the class for confirmation. A phonics component can be added by putting the letter of your target sound in the bag with, or instead of, the picture
- three words in my pocket (tune: Grand Old Duke of York) – encourage students to contribute words for the song and different actions to accompany each verse:
|Three words in my pocket.||Book and dog and baby.|
|One word is not the same.||Which one should I name?|
|The starting sound is different.||The different word is dog.|
|I'll clap and say its name.||That word doesn't start the same.|
The same activities can be used with a focus on final sounds and then rhyming words.
ACELT1592: Examining literature: Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs.