Task 2 Rhyming words

Question 1-6: Rhyme Identification

Was able to identify all of the rhyming words.

Teaching focus: Rhyme Production

Teaching Suggestions:
These students are able to identify whether two words rhyme. Before moving onto rhyme
production it is important to establish whether they can also categorise a group of words
that rhyme and detect the ‘odd one out’ when given a choice of three words. For students
who are unable to do these refer to task 2, Q 1-6 – Response 2. Students who are able to
demonstrate these skills are ready to be extended to generating rhyming words. It is
important to make children aware that nonsense words are acceptable.

Focus Questions:
• Tell me as many words as you can that rhyme with …
• What is the rhyming part of the word?

Activities and Experiences:

 Oral Cloze – Complete the line in a poem, song etc. with a rhyming word
 Songs and Rhymes – Adapt familiar songs and rhymes by changing the first rhyming
word and asking the students to generate the second. For example ‘Humpty dumpty
sat on a chair, Humpty Dumpty flew in the ___’.
 Circle Games – Using a basic clap rhythm (snap, snap, clap), Teacher starts with a
word such as 'cat' or 'hen' and each student offers a rhyming word, keeping the
rhythm with the group. (The words generated can be real or made up)
 How many words can you make? – Give child an object/picture and have them
draw/write/say as many words as they can that rhyme with the object.
 Text Innovations – Children can create simple text innovations that require them to
produce their own rhyming sentences. Some examples of books with rhyme include
‘Brown Bear, Brown Bear’ and ‘Hairy Maclary’,
 IWB – Play games on the interactive whiteboard that focus on rhyme identification.
Plenty can be found by searching the online resources on Connect.
(http://connect.det.wa.edu.au/group/staff/resources/search?searchTerm=rhyme&__cl
nssluui=29aczpo9jqo1pdj60lp#p0)