Happy #phonologicalfriday everyone!
For the next few weeks, #phonologicalfriday will be focusing on the different whole class and small group activities that can be done with students to work on different aspects of phonological awareness.
This week, our focus will be on working with rhymes and alliteration. For these activities, you will need to find books, songs and or poems that contain rhymes and alliterative sounds within them.
Books and Poems
This activity can be done in many ways. Your overall objective is to have the students pay attention to the instances of rhyming and alliteration.
First, you need to select an appropriate book or poem to work with.
Some books with alliteration and poetry:
If You Were Alliteration, by Trisha Speed Shaskan
Animalia, by Graeme Base
A Little Book of Alliterations, by Felix Arthur and Jenny Capon
M is for Mischief, by Linda Ashman
Fox in Sox, by Dr. Suess (many of his books are written in rhyme)
Some Smug Slug, by Pamela Duncan Edwards
The Very Cranky Bear, by Nick Bland (other books in The Very ____ Bear series are written in rhyme)
The Gruffalo, by Julia Donaldson (most of the books she writes are written in rhyme)
Playing with Rhymes and Alliteration
Once you have selected the book or poem you plan on using, you should decide which parts of it you will focus on during your lesson. You should also decide if you would like to make it so your students will be able to see the text with you. Depending on their age, you may want to have made copies of a few of the pages or have samples of the text ready on a smartboard or piece of chart paper.
You will start the lesson by introducing the piece to your class or a small group. Once you have introduced the book you should read it once to the students so they are familiar with it. After reading it once, ask the students if they noticed anything unique about the text. Then tell them you will be reading, some or all of the story again and this time you want them to listen for rhymes and alliteration. You can even give them different actions they can do when they hear rhyming or alliteration as you read.
If the students have copies of the text, they can highlight or underline rhyming words in one colour and instances of alliteration in another.
Follow up to this lesson could include creating a rhyming word wall, having the students coming up with pairs of rhyming words, or more advanced or older students could create their own rhymes and alliterative phrases.
Extention to music:
Young students often enjoy singing silly songs. Most silly songs contain rhyming words. Once your students are familiar with a song, you can make up actions for words that rhyme. For example, you could sing Raffi’s “Baby Beluga” and every time words end in the long ‘e’ sound, the children could clap.
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