^Phonological ability in pre-school children is one of the...

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Marianne Senior – GCC LEL Team (2012) – 12 week programme based on South Lanarkshire council ‘Developing Phonological Awareness’ pack

“Phonological ability in pre-school children is one of the biggest predictors of later success in reading ability” Bryant & Bradley

Phonological Awareness 12 week development plan: Each session should last around 10-20 minutes depending on the content and can be incorporated into the beginning or end of a morning/afternoon. The selected focus rhymes are just suggestions and can be found at the back of the pack to be printed off for use. You may wish, however, to choose your own rhyme (perhaps a new rhyme that the children have never heard) or ask the children to choose a favourite. Please feel free to supplement your sessions with the use of puppets, illustrations and role play/acting out.

Effective Questioning and higher order thinking skills: Each week you will find examples of some ‘hot’ and ‘cold’ questions to encourage children to use higher order thinking skills. These questions are by no means exhaustive! They are designed as triggers for conversation and discussion to promote thinking skills and creativity around the rhymes that children are learning and you should absolutely supplement them with your own!

Preparation Before you begin the programme, it would be useful to review your resources and identify books that would support rhyme and/or alliteration (you will find booklists at the end of the pack if you need to order some more). Store these in a central location for staff to access and display some in the book area. Similarly, organise any games or resources into an easily accessible area and print off the A4 posters and rhyming cards at the end of the pack. Enjoy!

Experiences and Outcomes: I explore sounds, letters and words, discovering how they work together and I can use what I

learn to help me as I read and write. Eng 0-12a / lit 0-13a/ LIT0-21a

I enjoy exploring and playing with the patterns and sounds of language, and can use what I learn.

LIT 0-01a/ LIT0-11a/ LIT0-20a

As I listen and talk in different situations, I am learning to take turns and am developing my

awareness of when to talk and when to listen. LIT 0-02a / ENG 0-03a

I listen or watch for useful or interesting information and I use this to make choices or learn

new things. LIT 0-04a

Learning Intentions: I am learning… To develop my interest in sounds, letters, words and rhymes.

To identify rhyming words.

To generate rhyming words.

To recognise letters and their corresponding sounds.

To enjoy listening to songs, rhymes and poems.

To create my own song / rhyme / poem.

To enjoy playing with the patterns and sounds of words.

To recite common rhymes.

To identify and recognise initial sounds.

To clap/beat my name / other words.

Wibbly Wobbly Song(*) Wibbly wobbly Wohn, an elephant sat on John, Wibbly wobbly Wauren, an elephant sat on Lauren etc…. (As children hear their name they can leave the group. As children progress, encourage them to guess who’s name is next.)

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Focus rhyme Quiz: Higher order thinking skills – Example ‘Hot’ and ‘cold’ questions Remembering -Who tried to put Humpty Dumpty back together? Understanding -Who do you think could have helped to put Humpty Dumpty back

together? Who helps to mend our cuts and bruises? Applying -Have you ever fallen down and/or hurt yourself? What happened? Analysing -Why do you think Humpty Dumpty fell? Evaluating -Can you tell me why Humpty might have been on the wall? Creating -If you had climbed the wall how would you get down without hurting

yourself? Could we make up our own rhyme/story about a time when someone got hurt?

Week 1 Focus rhyme: Humpty Dumpty Resources Session 1 Introduce focus rhyme – begin to memorise and recite

Syllable segmentation –

demonstrate a simple clapping pattern to each child and ask them to repeat.

Carry round the circle using 1, 2 or 3 claps at a moderate pace.

Introduce the “Wibbly Wobbly song”.

Rhyme A4 poster

Session 2 Continue to memorise and recite the focus rhyme.

Use oral cloze activities e.g. “Humpty Dumpty sat on the ________?”

Rhyming skills –

Use rhyming pairs (objects or cards) to teach the concept of rhyme.

Explain to children that you have mixed up all the cards and ask children to sort the cards/objects into pairs.

Wibbly wobbly song* to choose children to leave the group.

Rhyming pairs (cards or objects)

Session 3 Recite and memorise Focus rhyme Listening skills-

‘Spot the deliberate mistake’ e.g. “Humpty Dumpty sat on the fence”

Syllable segmentation- Pass a simple clapping pattern round the circle.

Wibbly wobbly song

Session 4 Recite focus rhyme Rhyming skills-

Rhyming matching pairs.

Rhyming cards

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Week 2 Focus rhyme: Jack and Jill Resources Session 1 Introduce the focus rhyme – Begin to memorise and recite.


pass a simple tapping pattern round the circle You can use a drum or tambourine to continue the

pattern Wibbly wobbly song.

Rhyme A4 poster

Session 2 Continue to memorise and recite focus rhyme. Use oral cloze activities e.g. “Jack and Jill went up the

_______” Rhyming game –

Children to choose a card that rhymes with their card from one card that rhymes and one that does not (cat, mat, log)

Wibbly wobbly song.

Rhyme cards

Session 3 Memorise and recite focus rhyme. Spot the deliberate mistake e.g. “Jack and Jill went up

the street” Syllable segmentation:

Begin with a simple clapping pattern. Make up a new wibbly wobbly song with children e.g. “RippityRoppityRarry, a reindeer smiled at Barry”, “Zoobedy, ZappetyZeena, a witch cast a spell on Sheena”…… (This can fit in with the seasons or celebrations)

Session 4 Recite the focus rhyme

Children to make up their own versions of spot the deliberate mistake

Rhyming skills

Give one card to each child and ask them to choose a rhyming card.

Play the nursery rhyme quiz (below)

Rhyming cards

Focus rhyme Quiz: Higher order thinking skills – Example ‘Hot’ and ‘cold’ questions Remembering -Who fell down the hill? Why was he going up the hill? Understanding -What do you think would have happened to Jack next? Applying -Have you ever fallen down and/or hurt yourself? What happened? Analysing -What do you think the problem was? Why did Jack fall? Evaluating -Is there a better way to get water now? How do people get water in

other countries? Creating -Could we design a way to get water from the top of the hill into a

bucket at the bottom? What could we use?

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Week 3 Focus Rhyme: Hickory Dickory Dock Resources Session 1 Introduce focus rhyme. Begin to memorise and recite.

Syllable segmentation:

Pass a simple rhythmic pattern round the circle, using percussion instruments e.g. drum, tambour etc.

Rhyme A4 poster Instruments

Session 2 Continue to memorise and recite focus rhyme.

Use oral cloze activities – e.g. ‘Hickory Dickory Dock, the mouse ran up the ____________’

Rhyming skills:

Children choose one card/object and must choose it’s partner from a choice of 2 (one that rhymes, one that doesn’t). Encourage the children to say the words as the choose.

Rhyming cards/ objects

Session 3 Continue to memorise and recite rhyme.

Play ‘spot the deliberate mistake’ e.g. ‘Hickory Dickory Dock, the mouse ran up the chair’. The children must correct you.


Pass a simple rhythmic pattern round the circle, using percussion instruments.

Sing the wibbly wobbly song.

Percussion instruments

Session 4 Recite the rhyme

Support children in creating their own versions of ‘spot the deliberate mistake’.

Rhyming skills:

Continue activity from session 2 (choice of 2 rhyming pairs). This time make the choices more difficult for those who are confident with rhyme e.g objects that begin with the same sound or end with the same sound e.g. bat, hat, ball or bat, hat, pot.

Rhyming cards/ objects

Focus rhyme Quiz: Higher order thinking skills – Example ‘Hot’ and ‘cold’ questions Remembering -Who ran up the clock? What made the mouse run down? Understanding -Why did the clock ‘striking’ make the mouse run down? Applying -Where would you find a clock tower? Do you know any famous

clocks? Analysing -What might have happened if the clock was broken? Evaluating -What would you do if you had climbed up really high and got a fright?

What could happen? How could you make sure you are safe? Creating -What would you need to do to make sure you are safe up high? If you

had to climb up high to get something, can you think of a way do get up and down quickly? Think of high buildings, what do they have?

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Week 4 Focus rhyme: 3 blind mice Resources Session 1 Introduce focus rhyme – begin to memorise and recite


Demonstrate clapping of first names around the circle.

Encourage and support children to clap their own names.

Rhyme A4 poster

Session 2 Continue to memorise and recite focus rhyme

Use oral cloze activities e.g. “They all ran after the farmer’s ________”

Rhyming skills:

Give children two rhyming picture cards. Children say the rhyming pair.

Give children one picture card and ask them to find the matching card.

Rhyming pair cards

Session 3 Continue to memorise and recite the rhyme

Play ‘spot the deliberate mistake’ Syllable segmentation:

Children clap own names around the circle. Sing the wibbly wobbly song.

Session 4 Recite focus rhyme

Children make up own versions of ‘spot the deliberate mistake’

Rhyming skills:

Choose a selection of rhyming pairs and allow the children to work together, matching the pairs.

Lay around 6 pairs of cards on the table, face down and, working in pairs, play a game of ‘patience’.

(If children cope well with this, extend the number of pairs. It may help to pair the more able children with those who require support)

Rhyming pair cards (At least 6 pairs)

Focus rhyme Quiz: Higher order thinking skills – Example ‘Hot’ and ‘cold’ questions Remembering -Who did the mice run after? What did she do? Understanding -What do you think would happen to the mice next? Applying -What would happen if the mice were able to see properly? Do you

think the farmer’s wife would have caught them? Analysing -Why do you think the farmer’s wife cut off their tales? Evaluating -What would you have done? How could you catch the little mice

without hurting them? Creating -Could we design a safe way to catch the mice?

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Week 5 Focus rhyme: One, two, three, four, five Resources Session 1 Introduce focus rhyme. Begin to memorise and recite


Demonstrate clapping of first and second names around the circle.

Children repeat each name after you. Sing the Wibbly Wobbly song.

Rhyme A4 poster


Use oral cloze activities. Rhyming skills:

Place all cards face up. Child to choose a matching pair, saying rhyming words as they go. (You can limit the number of cards to begin with and build this up).

Finish with a game of patience for those who wish to play

(N.B: If you have rhyming lotto and/or sound discrimination games in the nursery you can incorporate these into your sessions if you wish)

Rhyme cards And/or Rhyming lotto


Play ‘spot the deliberate mistake’, encourage children to take a turn.


Children clap first and second names around the circle (independently or with support)

Session 4 Recite focus rhyme Rhyming skills:

Share a rhyming book e.g. ‘The Gruffalo’(see book list attached).

Encourage children to identify the rhyming words within the book.

Sing the wibbly wobbly song

Rhyming book e.g. ‘The Gruffalo’ (See booklist / box)

Focus rhyme Quiz: Higher order thinking skills – Example ‘Hot’ and ‘cold’ questions Remembering -What did the person catch? What happened to him? Why did he/she

let the fish go? Which finger was bitten? Understanding -What do you think the person planned to do with the fish? Applying -How can you catch fish? Do you need a hook? What would happen if

it was a really big fish? Analysing -What might have happened if the person caught a shark? Why do you

think that the fish bit the person’s finger? Evaluating -How would you feel if you were caught in a net? Is fishing a nice thing

to do? How do you feel about it? Which is better: net or rod? Why? Creating -Can you design a way to go fishing without hurting the fish?

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Week 6 Focus rhyme: Insy winsy spider Resources Session 1 Introduce focus rhyme – begin to memorise and recite


Put a range of picture cards of two syllables face down. Child chooses card, identifies the picture and claps out the number of syllables e.g. “Spi-der”.

Rhyme A4 poster Syllable picture cards

Session 2 Continue to memorise and recite rhyme

Use oral cloze activities. Rhyming skills:

Play quiz game with children e.g. “I’m thinking of something that lays eggs and rhymes with pen” answer=hen.

(See back of pack for copy of quiz) Sing the wibbly wobbly song

Copy of rhyming quiz

Session 3 Continue to memorise and recite rhyme

Play ‘spot the deliberate mistake’ Syllable segmentation:

Using a range of one and two syllable cards, children choose one card and clap the syllables.

Syllable cards

Session 4 Recite rhyme Rhyming skills:

Share a rhyming story e.g. ‘Hairy Maclary from Donaldson’s dairy’

Encourage children to identify the rhymes e.g. ‘pots’ and ‘spots’

Ask children to generate further rhyming words e.g. ‘hots’, ‘lots’, shots’.

Create rhyming words for children’s names e.g. ‘Lauren Sporren’, ‘Joe Toe’, ‘Julie Pulley’.

Rhyming book e.g. ‘Hairy Maclary’ (See booklist / box)

Focus rhyme Quiz: Higher order thinking skills – Example ‘Hot’ and ‘cold’ questions Remembering -What was Insy climbing up? What happened to her? Did she give up? Understanding -Why do you think Insy Winsy was climbing up the spout? What do

spider’s live in? Why do they need a web? Applying -Can you think of a time when you had to start all over again? How did

it make you feel? Analysing -What might have happened if the sun had not dried up the rain? Evaluating -If you were the spider, what would you have done? Are spiders

dangerous? Can they help us? Creating -Could we create a rhyme about the weather / spiders / building a

house/trap?

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Week 7 Focus rhyme: Little Miss Muffet Resources

Session 1 Introduce focus rhyme – begin to memorise and recite. Syllable segmentation:

Choose a child’s name and clap the number of syllables. Encourage children to guess who it is.

Alliteration:

Introduce ‘Happy Horace’ game. Teach children the concept of alliteration using their own name e.g. ‘Lively Laura’, ‘Jolly Julie’ ‘Marvellous Maria’…

Rhyme A4 poster


Use oral cloze activities e.g. “Little Miss Muffet sat on her ______”

Rhyming skills:

Generating rhymes. Use syllable segmentation cards (1 syllable). Children to choose a card and think of a word that rhymes. It can be a nonsense or real word!

Alliteration:

Play the Happy Horace game.

Syllable segmentation cards ( 1 syllable)


Play ‘spot the deliberate mistake’ e.g. ‘Little Miss Muffet sat on her couch”


Using the syllable segmentation cards, ask the children to choose one from each pile (1, 2, 3 syllables). Choose one picture and clap that word, ask the children to identify which word you are clapping.

Syllable segmentation cards (1, 2, 3 syllables)

Session 4 Recite the focus rhyme.

Ask children to create their own ‘spot the mistake’

Rhyming skills:

Generating rhymes. Children to choose a card from the 1 syllable pile and identify the rhyming word (As session 2)

Alliteration:

Read a story from the alliteration book list

Syllable segmentation cards (1 syllable) Alliteration story (see booklist/ box)

Focus rhyme Quiz: Higher order thinking skills – Example ‘Hot’ and ‘cold’ questions Remembering -Who frightened Miss Muffet? What was she doing? Understanding -What do you think would have happened to Miss Muffet next? Applying -Can you think of a time that you’ve been frightened or scared? What

happened? Analysing -What might have happened if Miss Muffet wasn’t scared of spiders? Evaluating -What would you have done if the spider sat down next to you? Creating -Can you think of a way to cheer Miss Muffet up? How could the spider

catch his own food instead of stealing Miss Muffet’s?

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Week 8 Focus rhyme: 5 Plump Peas Resources

Session 1 Introduce focus rhyme – begin to memorise and recite. (Encourage children to role play the actions of the rhyme) Syllable segmentation:

Using the syllable cards, children choose a card from the pile, says the word, claps the syllable and other children can count the number of syllables.

Alliteration:

Focus on the alliteration in the rhyme and discuss alternative adjectives for the peas e.g. ‘perfect peas’, ‘poisoned peas’, ‘pretend peas’, ‘powerful peas’…..

Rhyme A4 poster Syllable cards (1-4 syllables)

Session 2 Continue to memorise and recite focus rhyme

Use oral cloze e.g. “Five plump peas in a pea pod _____” Rhyming skills:

Play “I went shopping and I bought” game using rhyming words. Practitioner starts with a word e.g. ‘a cat’ and go as far around the circle as you can until the ideas run out. Children who are not confident can say ‘pass’.

Alliteration:

Play the adjective game in session 1 but change the letter and word e.g. ‘Clever cat’, ‘Cool cat’, ‘Creative cat’, ‘Curly cat’….


Play ‘spot the deliberate mistake’. Children can create their own mistakes.

Rhyming skills:

Play ‘I went shopping’ game with a different word/rhyme this time e.g. pan, fan, man….

Alliteration:

Play the adjective game changing the object to snake e.g. ‘slippery snake, ‘silly snake’, ‘slimy snake’….

Session 4 Recite the focus rhyme. Syllable segmentation:

As session 1, child chooses card and claps the syllables. Rhyme/Alliteration:

Choose a story from the book list/box.

Rhyme or alliteration Book from list/box

Focus rhyme Quiz: Higher order thinking skills – Example ‘Hot’ and ‘cold’ questions Remembering -What happened to the peapod? How many peas were there? Understanding -What could we use the peas for? Applying -What else do you know that grows and grows? What makes us grow?

What happens if we grow too much? Is it good for us? Analysing -Why did the pea pod burst? Evaluating -What happens to us if we eat too much/not enough? Is it better to

eat too much or too little? Why? Creating -Can you imagine another situation where something has grown too

much (e.g. Jack and the Beanstalk, Alice in Wonderland)? Could we make up our own story/rhyme about something that has grown too much?

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Week 9 Focus Rhyme: Davy, Davy Dumpling Resources Session 1 Begin to memorise focus rhyme


Using a choice of 3 cards/objects of 1,2,3 syllables, practitioner claps out the syllables and children pick the correct item. Ask children to have a turn next.

Alliteration:

Introduce game ‘I packed my bag and I took a… ball, a bat, a book, a bear….’ Encourage children to find other ‘b’ objects during the course of the day.

Rhyme A4 poster Syllable cards (1,2,3) or objects Objects starting with ‘b’ and a bag.


Use oral cloze activities “Davy, Davy Dumpling, boil him in the _________”

Rhyming skills:

Rhyming bingo or use rhyming cards to spot the odd one out (2 cards that rhyme and one that doesn’t)

Alliteration:

‘I packed my bag and I took….” (Use a different letter)

Rhyming bingo cards and boards. Alliterative Objects


Play ‘spot the deliberate mistake’. Syllable segmentation:

Same as session 1, child chooses card that matches number of syllables clapped.

Syllable cards (1,2,3)

Session 4 Recite focus rhyme Rhyme/Alliteration:

Choose story from the list/box. Draw children’s attention to the rhyming/alliterative words. Ask them to generate further rhymes/words.

Rhyming / Alliterative book

Focus rhyme Quiz: Higher order thinking skills – Example ‘Hot’ and ‘cold’ questions Remembering -What is Davy? What did they use to boil him? Understanding -Why did they boil him? Applying -What else do you need to boil before you eat it? Why do we need to

heat up food? Analysing -What would happen if we didn’t heat up food properly? Does all food

need to be heated? Why not? How did people heat food up before we had cookers?

Evaluating -Can you heat up all puddings? What would happen if we heated up the ice cream? Chocolate?

Creating -Can you design a recipe for your favourite pudding?

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Week 10 Focus rhyme: One, two, buckle my shoe Resources

Session 1 Introduce the focus rhyme – begin to memorise and recite. Syllable segmentation:

Using the syllable segmentation cards, ask children to choose a card, clap the word and say each syllable.

Alliteration:

“I packed my bag’ game using a new letter. Ask children to find some objects within the room that begin with this letter.

Rhyme A4 poster Syllable segmenation cards Alliteration Objects/ cards

Session 2 Continue to memorise and recite the rhyme.

Use oral cloze activities e.g. “Three, four knock on the __________”.

Rhyming skills:

Pass the rhyme game. Begin with a word e.g. cat and pass the rhyme round the circle until children run out of words. Begin a new rhyme.


Play ‘spot the deliberate mistake’ e.g. “Five, six, pick up mud”.

Syllable segmenation:

‘I packed my bag’ game – new letter. Ask children to go on a letter hunt within the playroom / outside / on a letter walk etc to fit in with events that day/week.

Alliteration objects / cards

Session 4 Recite the rhyme

Play ‘pass the rhyme’ game around the circle (as in session 2)

Alliteration/rhyme:

Choose a story from the box/list.

Alliteration / rhyme story

Focus rhyme Quiz: Higher order thinking skills – Example ‘Hot’ and ‘cold’ questions Remembering -What did they buckle? What did they pick up? What did the maids

do? Understanding -What do you think the rhyme is about? Applying -Can you think of another rhyme/song that has numbers? Analysing -Who do you think has maids? What kind of jobs would the maids do?

Do people still have maids? Evaluating -Can you think of other people who help us? Why do we need these

people? What can you do to help other people? Creating -Could we finish the rhyme?( e.g “21, 22, I’m stuck in the loo!”) Could we

make up a better version? (E.g. “1, 2, animals chew, 3,4 the hamster wants

more…..)

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Week 11 Focus rhyme: Nobody loves me Resources

Session 1 Introduce focus rhyme – begin to memorise and recite. Syllable segmentation:

Children clap their full names (forname and surname) around the circle and count how many syllables are in them.

Alliteration:

Revise the Happy Horace game using children’s names.

Session 2 Continue to memorise and recite the rhyme.

Use oral cloze activities “Nobody loves me, everybody _________”

Rhyming skills:

Children to give themselves a rhyming name e.g. “Brawn Dawn”, “Chewy Louie”, “Jessica Wessica” etc. Nonsense or real rhymes are fine!

Alliteration:

Children to create alliterative names for their favourite animals e.g. ‘terrible tigers’, ‘gigantic giraffes’, ‘Big bad bears’ etc.


Play ‘spot the deliberate mistake’ e.g. “I think I’ll go and eat fruit”! Encourage children to think up some nonsense rhymes.

Alliteration:

Play ‘eye spy with my little eye, something beginning with ________

Rhyming skills:

Play the rhyming quiz (back of pack)

Copy of rhyming quiz

Session 4 Recite the focus rhyme. Rhyming skills:

Play nursery rhyme quiz (back of pack) Alliteration/ rhyme:

Choose a story from the list/box

Nursery rhyme quiz. Alliteration / rhyme story

Focus rhyme Quiz: Higher order thinking skills – Example ‘Hot’ and ‘cold’ questions Remembering -What did the person eat? What did they bite off? Understanding -What was wrong with the person? Applying -Have you ever felt sad or lonely? What would make you feel better? Analysing -What do you think the problem was? Why did they think that nobody

loved them? Evaluating -If someone is cross with you, does it mean that they don’t love you? Creating -Could we design / make that would cheer up the person in the

rhyme?

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Week 12 Rhyme: There was a wee man Resources Session 1 Introduce the focus rhyme – begin to memorise and recite

Syllable segmentation

Clap child’s name and ask children to guess who’s name it is. There will probably be more than one answer!

Alliteration:

Eye spy game and/or letter hunt using new letter.


Use oral cloze activities e.g. ‘There was a wee man who sat on the _________’

Rhyming skills:

Play the rhyming quiz and/or nursery rhyme quiz game Alliteration:

‘I packed a bag’ game (new letter)

Rhyming quiz and/ or nursery rhyme quiz.

Session 3 Continue to memorise and recite the rhyme:

Play ‘spot the deliberate mistake’ Syllable segmenation:

Use instruments to ‘sound out’ children’s names. Ask children to sound out their friend’s name. Other children to guess the name.

Instruments

Session 4 Recite the focus rhyme Rhyming skills:

Choose a favourite rhyming book. Alliteration:

Children to create an alliterative name with two adjectives e.g. ‘Clever, classy Chloe’, ‘Jumping, Jiving John’, ‘Delicious, delightful Debbie’….

Rhyming story

Focus rhyme Quiz: Higher order thinking skills – Example ‘Hot’ and ‘cold’ questions Remembering -What did the wee man sit on? Where did he sit next? Understanding -What was the wee man doing? Applying -Do you know which of the words in the rhyme are Scottish words? Do

you know any other Scottish rhymes, songs or poems? Analysing -Why did the man have to keep moving? Evaluating -Is it ok to go to the toilet outside? When is it ok? When is it not ok?

What about people in other countries? Do they have the same rules? Creating -Could we create a new Scottish rhyme using some Scottish words/

phrases? (e.g. dug (dog), lug (ear), whit (what) etc)…

NB. During the 12 week programme and after its completion, you can utilise additional activities from the activity ideas list below and by using the Glasgow City Council ‘Literacy and Numeracy activities booklet’ (available from the LEL team). These can be incorporated more fully into your monthly/weekly planning to promote phonological awareness.

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Humpty Dumpty

Humpty Dumpty sat on a wall, Humpty Dumpty had a great fall.

All the Kings horses and all the Kings men, Couldn’t put Humpty together again.

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Jack and Jill

Jack and Jill went up the hill

to fetch a pail of water. Jack fell down and broke his crown,

and Jill came tumbling after. Up Jack got and home he ran

as fast as he could caper. He went to bed and bound his head

with vinegar and brown paper.

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Hickory Dickory Dock

Hickory dickory dock,

The mouse ran up the clock. The clock struck one, The mouse ran down. Hickory dickory dock Tick tock, tick tock.

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3 blind mice

Three blind mice! three blind mice!

See how they run! See how they run!

They all ran after the farmer’s wife, She cut off their tales with a carving knife Did you ever see such a thing in your life

As three blind mice?

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1,2,3,4,5

1,2,3,4,5 once I caught a fish alive, 6,7,8,9,10 then I let it go again.

Why did you let it go? Because it bit my finger so.

Which finger did it bite? This little finger on my right.

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Insy Winsy spider

Insy winsy spider climbed up the water spout, Down came the rain and washed the spider out. Out came the sunshine and dried up all the rain. So Insy WInsy spider climbed up the spout again.

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Little Miss Muffet

Little Miss Muffet sat on a tuffet Eating her curds and whey.

Along came a spider who sat down beside her And frightened Miss Muffet away!

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5 Plump peas

Five plump peas in a peapod pressed One grew, two grew, and so did all the rest

They grew & they grew & they grew & never stopped They grew so fat that the peapod popped.

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Davy, Davy Dumpling

Davy Davy Dumpling, Boil him in a pot;

Sugar him, and butter him, And eat him while he's hot!

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1, 2 buckle my shoe

1, 2.. buckle my shoe, 3,4.. knock at the door,

5,6.. pick up sticks, 7,8.. lay them straight,

9,10.. big fat hen 11,12.. dig and delve

13,14..maids a courting 15,16..maids in the kitchen,

17,18…maids in waiting, 19,20…my plate’s empty.

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Nobody loves me!

Nobody loves me, everybody hates me I think I’ll go and eat worms.

big fat juicy ones, wee skinny skooshie ones-

see how they wriggle and squirm!

You bite off the heads and sook up the juice and throw the skins away.

Nobody knows how I survive on worms three times a day!

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There was a wee man

There was a wee man who sat on a pan. The pan was too wee so he sat in the sea.

The sea was too wide so he sat in the Clyde and all the wee fishes swam up his backside!

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Books to develop concept of rhyme:

Title Author

Rumble in the Jungle Giles Andreae

The Owl and the Pussy cat Ian Beck

Captain Duck Jez Alborough

Room on the Broom Julia Donaldson Monkey Puzzle Julia Donaldson

Slinky Malinki Catflaps Lynley Dodd

Hairy Maclary Lynley Dodd

Come to tea on planet Zum Zee Tony Mitton

Commotion in the Ocean Giles Andreae

Duck in the Truck Jez Alborough

My cat likes to hide in boxes Eve Sutton

The Cat in the Hat Dr Seuss Winnie the Witch Valerie Thomas

A squash and a squeeze Julia Donaldson

The Gruffalo Julia Donaldson

Cock a doodle moo Bernard Most Dinosaurs Galore Giles Andreae

You can swim Jim Kaye Umansky

The fish who could wish John Bush

Each Peach Pear Plum Janet Ahlberg

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Alliteration books:

Book list from www.teachingkidsbooks.com – The site has information about the books and links to buy them.

M is for Mischief : An A to Z of Naughty Children. Linda Ashman. Dutton, 2008.

Alison’s Zinnia. Anita Lobel. Mulberry, 1996.

Alpha Oops! : The Day Z Went First. Alethea Kontis. Candlewick Press, 2006.

Away From Home. Anita Lobel. Greenwillow Books, 1994.

Clara Caterpillar. Pamela Duncan Edwards. HarperCollins, 2001.

Click, Clack, Quackity-quack : An Alphabetical Adventure. Doreen Cronin. Atheneum, 2005.

D is for Drums : A Colonial Williamsburg ABC. Kay Chorao. Harry N. Abrams, 2004.

Dinorella : A Prehistoric Fairy Tale. Pamela Duncan Edwards. Hyperion, 1997.

Double Trouble in Walla Walla. Andrew Clements. Millbrook Press, 1997.

Ellsworth’s Extraordinary Electric Ears : And Other Amazing Alphabet Anecdotes. Valorie Fisher. Atheneum, 2003.

The Featherless Chicken. Chih-YUan Chen. Heryin Books, 2006.

Four Famished Foxes and Fosdyke. Pamela Duncan Edwards. HarperCollins, 1995.

The Great Fuzz Frenzy. Janet Stevens. Harcourt, 2005.

Henry and the Buccaneer Bunnies. Carolyn Crimi. Candlewick Press, 2005.

I Stink! Kate McMullan. Joanna Cotler Books, 2002.

I’m Dirty. Kate McMullan. HarperColins, 2006.

K is for Kissing a Cool Kangaroo. Giles Andreae. Scholastic, 2002.

Matthew A.B.C. Peter Catalanotto. Atheneum, 2002.

Old Cricket. Lisa Wheeler. Atheneum, 2003.

Princess Penelope’s Parrot. Helen Lester. Houghton Mifflin, 1996.

Princess Pigtoria and the Pea. Pamela Duncan Edwards. Orchard Books, 2010.

Read Anything Good Lately? Susan Allen. Millbrook Press, 2003.

Some Smug Slug. Pamela Duncan Edwards. HarperCollins, 1996

The Wacky Wedding : A Book of Alphabet Antics. Pamela Duncan Edwards. Hyperion, 1999.

Walter Was Worried. Laura Vaccaro Seeger. Roaring Brook Press, 2005.

http://www.teachingkidsbooks.com/

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Examples for rhyming quiz game: “I’m thinking of..” -Something that can lay eggs and rhymes with pen? (Hen) -Something that’s green and jumps, and it rhymes with dog? (Frog) -Something that’s warm and yellow and rhymes with bun? (sun) -Something that you bang or play with sticks and it rhymes with plum? (drum) -Something that’s small, fluff and yellow and rhymes with brick? (chick) -Something that’s round and you wear it on your finger that rhymes with King? (ring) -Something that you wear on your foor and it rhymes with clock? (sock) -Something that swims on water, quacks and rhymes with truck? (duck) -Something that’s delicious, sticky and rhymes with pram? (jam) -Something that’s a number and rhymes with tree? (three) -Something that’s long and wriggles and rhymes with cake? (snake) Children with a good concept of rhyme can be challenged to create their own questions and answers utilising the rhyming pair cards for support.

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Nursery rhyme quiz Who sat on a tuffet? Who sat on a wall? Who frightened Miss Muffet? Who fell down the hill? Who fell off the wall? How many blind mice were there? What did Miss Muffet eat? What number did the clock strike when the mouse ran down? What washed Insy Winsy down the spout? What did the wee man sit on? Who bit the person’s finger? What river did the wee man sit in? What did the worms look like? How many peas were there? What happened to the pod? What is a dumpling? Who couldn’t put Humpty back together? What noise does the clock make? What did Jack break when he fell down? Who cut off the 3 blind mice’s tails? Which finger did the fish bite?

What happened to Davy Dumpling? Finish the sentence: “3, 4, knock at _________” What did the maids do in the rhyme? Why does the person in the rhyme want to eat worms?

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What is “Phonological Awareness?”

Phonological awareness refers to a child’s ability to detect and recognise individual

sounds. The development of good phonological awareness in the early years provides a

sound basis for the development of spelling, reading and writing skills in later years. We

can split the development of phonological awareness into 3 areas.

1: Syllable Segmentation:

Syllable segmentation refers to the splitting up of words into the correct number of

sounds e.g. “Ham-bur-ger” (3), “Ver-on-i-ca” (4), “cat” (1). Practice in syllable

segmentation activities provides children with a good strategy for spelling when this

becomes appropriate. Problems with spelling in later years can be as a result of poor

“segmentation” abilities.

Activity Ideas:

Staff could engage children in simple clapping patterns using common words, such as

their names to begin with.

Instruments are another good way to teach syllable segmentation e.g. drums,

xylophone, etc. Children beat the drum as they say their name in syllables e.g.

Mar i anne

Storytelling puppets with different number of syllables e.g. “bear” (1), Giraffe (2),

“chimpanzee” (3)

Using cards with dots to visually represent syllables. Children could make a graph

using the dots to represent the number of syllables in their name.

Children to sort picture cards, toys or other objects by the number of syllables the

word has.

Clapping along to nursery rhymes

2: Rhyme (Sound at the end)

Detecting rhyme can be encouraged in a number of ways. Daily exposure to “rhyme time”

e.g. 10 minutes each day at gathering time or literacy time would develop children’s

concept of rhyme.

Activity Ideas:

Introduce a rhyme of the week to say together each day. Build games into this time

e.g. finish the rhyme “Jack and Jill went up the______”.

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Traditional nursery rhymes – act them out, illustrate them, use puppets,

flannelgraphs etc.

Spot the mistake! “Jack and Ben went up the hill” Children to tell you the real

words.

Rhyme bags e.g. “spotty dotty” bag.

Selection of rhyming objects or cards to match

Circle time. Each child receives an object and has to find the matching object from

the basket e.g. pen/ten, dish/fish…

Spotting the odd one out pen/ten/hen/fish using objects or cards.

Interactive rhyming wall in playroom with a variety of Velcro icons/pictures for

children to match and sort by their rhyming sound.

Kim’s game with rhyming objects.

Eye spy with rhyming objects

Rhyming quiz game (see resource pack)

Children to make up their “rhyme name” e.g. “Jack in black” “Molly the dolly” “ Pally

Sally” “Ben Ten” “Kelly Jelly”

Number rhymes to link with early numeracy development

3: Alliteration (Sound at the beginning)

Children’s ability to detect the sound at the beginning of the word.

Many of the activities from the rhyme section can be adapted to develop skills in

alliteration, ensuring that the initial sound is emphasised.

Activity Ideas:

Alliteration names e.g. “Bonny Brooke”, “Shy Sean”, “Charming Charles”… this can be

extended by asking children to generate further words with the same initial sound

and making these into a silly rhyme.

Alliteration sorting exercise using sound/letter hunt e.g. a “sh” bag with shovel,

shades, sheep, shaving foam, shells….

Spot the odd one out e.g. bag, ball, belt, broom, shell.

“I went shopping and I bought” (choose a letter/sound e.g. I bought a bag, ball, bear,

butter…) going round the circle until children run out of words.

Further activities to develop phonological awareness include:

Encouraging children to early mark make, write their names/ common words etc at their

own level using…

Shaving foam

Sand with glitter

Magnetic letters of different colours

Steamed up safety mirrors

Playdough letters …

Sensory strategies are very effective in developing phonological awareness and spelling

skills in children due to the number of learning styles that this approach appeals to.

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Rhyming Cards: Knee - bee - tree knight - kite - light Cake - snake - rake cat - rat - bat leg - egg - peg Flower - shower - tower Dog - frog - log candle - handle - sandal Hand - sand - band wheel - seal - meal Bear - pear - chair

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1 syllable cards Ball Hen Fish Iron Mouse dog swing

Wall Dress Goat Lamb Ring spade

Cat Drum Hat Plug Shed Stool watch

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2 syllable cards

baby

hedgehog

kettle

pencil

sandwich

starfish

trumpet

cowboy

jacket

lettuce

pirate

scarecrow

toothbrush

windmill

dolphin

jigsaw

lighthouse

rabbit

spider

tractor

window

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3 syllable cards

aeroplane

butterfly

computer

ladybird

microscope

strawberry

typewriter

ambulance

caravan

elephant

lawnmower

piano

tambourine

violin

banana

camera

footballer

library

screwdriver

telephone

wheelbarrow

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4 syllable cards

accordion

ballerina

calculator

certificate

helicopter

radiator

supermarket

alligator

binoculars

caterpillar

decorations

hieroglyphics

rhinoceros

television

stegosaurus

budgerigar

cauliflower

extinguisher

parachutist

thermometer

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