3 — Patterns in words: Onset and rime
Sequence focus points
- Literature: focus text – For All Creatures by Glenda Millard and Rebecca Cool; class library suggestions – imaginative and informative texts with the theme of caterpillars, butterflies, moths and insects.
- Patterns: patterns in language – alliteration.
- Reading and viewing: modelled reading – predicting; identifying initial sounds and matching initial sounds to elements of illustrations.
- Writing: modelled writing using onset and rime as a spelling strategy.
- Handwriting: correct letter formation.
Conduct a modelled reading of For All Creatures. Use the front cover and title to predict the content of the book and whether it is going to be imaginative or informative. Refer back to the discoveries made about informative and imaginative texts in the previous sequence. Ask the students to look and listen out for patterns in the language used. ACELY1649, ACELY1650
Activity 1: Responding to literature
Allow students to respond to For All Creatures on a personal level. For example, encourage them to identify animals from the book that they have seen previously at the zoo, in other books and so on. Ask the students to recall animals or words from the book that were new to them and discuss. ACELT1575, ACELT1783, ACELT1578
Language focus: Pattern of repeated sounds
Draw the students’ attention to the way initial sounds are repeated. Read some pages or ask students to read them aloud. Ask them to identify the sound that is repeated on each page or supply a sound that students need to listen for. For example, the first page opening repeats the initial sounds ‘w’, ‘l’ and the blend ‘sp’. Make connections with learning from Sequence 1 and display the capital and lower case letter cards of sounds that are identified. ACELA1438, ACELA1439, ACELA1440
Activity 2: Close reading and viewing – alphabet hunt
Hand out a letter card to each student and lead the class through an alphabet hunt, looking closely at the illustrations and written text to search for creatures, plants, flowers, colours, patterns, and parts of the landscape that begin with each letter of the alphabet. As each letter is discovered, ask the student with that card to bring it to the front and add the name of the object found to the Alphabet hunt worksheet. Reinforce the sound of the letter and how it begins the word discovered. For example, ‘James has the letter B. B says b. b for bat. Let’s write bat. b-at.’ Reinforce the patterns used to write letters.
This activity can be structured in various ways to support the learning needs of students. Students may use multiple copies of the text, either in small groups or as a whole class. You may choose to highlight certain letters instead of the whole alphabet. Students may work individually or in small groups to complete the task.
ACELA1438, ACELA1439, ACELA1440, ACELY1653
The Alphabet hunt solutions worksheet gives an example of a completed worksheet.
Activity 3: Independent writing
Review the letters and discoveries and reinforce the letter formation of chosen letters. Hand out or display letter cards and ask students to trace and copy the letters onto paper or individual whiteboards. ACELY1653