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9 — Patterns in language: Rhyming words

Sequence focus points

A spider puppet created with a cut-out drawing, string and googly eyes

Above: A spider puppet, photo by Jennifer Asha

Modelled reading

Display the cover of Incy Wincy Spider and ask the students to predict what the story will be about. Remind them of the song, if necessary. Sing the song together. Display the first double page and sing the song together again while pointing to the words. Read the rest of the book to the class, using the rhyming pattern and pictures to predict the part of the text that innovates on the original song. Choose a few pages to look at the text and its layout on the page. Trace the line of the text and discuss with students why the text is written this way and not in straight lines on the page. Highlight that the pattern of the written text mirrors what is occurring in the story and pictures.  ACELY1649ACELY1650,  ACELA1786

Activity 1: Responding to literature

Ask the students to respond to the book on a personal level. Ask if they can remember singing this song at home or preschool, and whether they know actions to go with the song. Students who are familiar with the actions can teach these to the class and the whole class can then perform the song with actions while following the text. Allow them to respond to the innovated part of the book also. Ask them to recall events from the innovated part of the text, asking what they liked and why.  ACELT1575ACELT1783ACELT1578,  ACELY1646

Activity 2: Close reading

Display the first page opening again. Ask the students to look and listen closely for any patterns as you read the text aloud and point to the words. Encourage them to notice the rhyming pattern. Ask individual students to come to the front and point to the words that rhyme. Write ‘spout’ on the interactive whiteboard or a large sheet of paper. You may wish to ask some students to write it on individual whiteboards or pieces of paper or make the word ‘spout’ using letter blocks. Model how to make ‘out’ by removing ‘sp’ from the word. Repeat this process with ‘rain’ and ‘again’, this time taking away ‘r’ and adding ‘ag’. Ask some other students to have a turn. Talk about the way that these particular words contain the same letters and sound the same on the end, which means they rhyme.  ACELA1439 

Activity 3: Re-reading

Re-read the book and ask the students to listen closely for rhyme. Ask them to tap their knees when they hear rhyming sentences. Isolate the rhyming words and repeat the rhyming pairs as a class.  ACELA1439

Activity 4: Modelled and jointly constructed writing

Ask the students to recall some events from the book. Firstly model and then jointly construct some sentences, retelling these remembered events (for example, ‘The spider wore swimming goggles’). Highlight the words that tell us ‘what is happening’: The spider wore swimming goggles. Use scrap material or paper to create spider illustrations after the style of those by Kate Toms, then use the illustrations and jointly constructed sentences to produce a class-made book.  ACELA1432ACELA1435ACELA1434ACELA1440,  ACELY1651,  ACELY1653

Independent reading

Add the class-made book and Incy Wincy Spider to the class library for use during independent reading. Add other books or teacher-made examples of other nursery rhymes or well-known songs about spiders or insects (for example, Little Miss Muffet, Fuzzy Wuzzy Caterpillar, Here is the Beehive).  ACELY1650,  ACELY1649