encourage the children to join in reading the story.ask questions such as “what other words rhyme with….?” and “what are the words that rhyme here?” “Do these words rhyme (yes or no)?”.Clearly articulate the learning intention:.“pat, cat, pat, sat on…(cat)” and point to picture of cat if required to further prompt the child. for children who are not yet able to generate and/or identify rhyming words, educators could focus on supporting children to produce rhyming words in sentence completion tasks, for example.for children who are competent with identifying and producing more complex rhyming words, extension could focus on segmenting words into onset and rime, for example.

Differentiationĭifferentiation should be based on prior assessment of the child/children’s communication skills. Individuals or small group (2-5 children). phrase and sentence patterns: day, play, we play all day.word and phrase repetition: mouse, house, mouse on house.rhyming words: night/fight & house/mouse.“What other words rhyme with fall?” - “mall, stall, call” and so on. generate rhyming words in response to questions for example.‘hat’ and ‘sat’ rhyme and ‘we’ and ‘small’ do not rhyme. identify rhyming and non-rhyming words, for example.Identify rhyming words, alliteration patterns, syllables and some sounds (phonemes) in spoken words.Victorian curriculum levels F-2: literature Actively use, engage with and share the enjoyment of language and texts in a range of ways.Listen and respond to sounds and patterns in speech, stories and rhymes in context.Begin to recognise patterns and relationships and the connections between themĬhildren engage with a range of texts and get meaning from these texts.Victorian Early Years Learning and Development Framework (VEYLDF, 2016)Ĭhildren begin to understand how symbols and pattern systems work.What information has been gathered as evidence to inform this experience?.teaching practice: reading with children.language and emergent literacy learners (30-60 months).This learning experience plan relates to: This experience should be differentiated depending on the individual child/group level. This book is funny and engaging for children, as well as filled with rhyme and repetition making it an effective platform for teaching specific phonological awareness skills. This experience involves reading a classic book by Dr Seuss: Hop on Pop.

Dr seuss play scripts