Rhyme 2

Recognition & Production of Rhyme

To be aware that words can have a similar end-sound implies a critical step in understanding – that of ignoring the meaning of a word in order to attend to its internal structure. Sensitivity to rhyme makes both a direct and indirect contribution to reading. Directly, it helps students appreciate that words that share common sounds usually also share common letter sequences. The child’s subsequent sensitivity to common letter sequences then makes a significant contribution to reading strategy development. Indirectly, the recognition of rhyme promotes the refining of word analysis to analysis at the level of the phoneme (the critical requirement for reading).


Body Name Game

Begin by modelling how to rhyme. Point to parts of your body; say a rhyming word and your child should say the body part. This puts rhyming into their ears with a visual cue (pointing). If you point to your nose and say rose, they will automatically say nose.
Some examples are below:
Deer – ear Nail – pail go –toe bye – eye bear – hair peek – cheek sack – back gum – thumb see – knee band – hand feel – heel

Rhyming Game
To introduce this game, read several rhyme phrases aloud, emphasising the rhyming words. Then challenge the children to complete each rhyme aloud. For assessment purposes it is recommended that you periodically request responses from individuals as opposed to the whole group. Following are examples of phrases that can be used:
A cat wearing a ______________(hat)
A mouse that lives in a _______________(house)
A moose with a tooth that is ________(loose)
A pig that is dancing a _____________(jig)
Some kittens wearing ___________(mittens)
A sheep that is sound ____________(asleep)
An owl drying off with a _________(towel)
A bear with long brown ___________(hair)
A bug crawled under the _________(rug)
An ape that is eating a _____________(grape)
A goat that is sailing a ____________(boat)
A duck that is driving a ___________(truck)
A guy who is swatting a _____________(fly)
A bee with a hive in a _____________(tree)
On the swing I like to ____________(sing)
We drove far in our ___________(car)
Smell the rose with your _________(nose)
Write the numbers 1 – 10 with a pencil or a ____(pen)


Put your Thumbs up

Children identify words that rhyme in a series of activities. For example, “Put your thumbs up if these two words rhyme, pail – tail or cow – pig”
Two – shoe Feet – beat Hand – band
Red – bed Ten – when Blue – cat
Fish – wish Round – play Cup – pup
Hug – will Zoom – room Ship – lip
Snap – cap Wait – rate Talk – show
Hall – wall Pen – fat Thin – race
Sun – fun Car – star Bed – wed
Four – tree Cook – look Stone – bone

Variation: use word cards Yes and No for children to hold up when words rhyme or don’t rhyme.

Making Funny Sentences
Get children to help you make up rhyming sentences like these ones.
A duck on a truck. A clock on a rock. A bear in a chair. A pig in a wig.
A ball on a wall. The cat in a hat. A fish on a dish. A bee on a tree.
A train in the rain. A clown in a crown. A snail on a whale.
A magpie in a tie. A frog on a log.

Fun with Rhymes
Have the child listen as you read the following rhymes aloud. Then complete the rhymes with rhyming words:
1. A fish named Jim, was learning to (swim)
2. A little girl named Mandy got sick from eating too much (candy)
3. A little star, way up high, was the brightest star in the (sky)
4. Buzza, Buzza went the bee, stay far away and don’t sting (me)
5. Squeak, squeak says the mouse, as he runs through the (house)
6. When Jordan grows up, he’ll be a cook. When Jose grows up, he’ll write a (book)
7. Three grey elephants went out in a boat. They were so heavy they could not (float)
8. If I were able to fly to Mars, I’d take lots of pictures of the (stars)
9. When my friend Angela spends the night, sometimes we giggle, sometimes we (fight)
10. Clickety, clack, clickety, clack the train went roaring down the (track)
11. Moo cow, moo cow, eating hay, give us lots of milk (today)
12. There goes Mario, There goes Mike. I’m going with them to ride my (bike)

Pebble Game
Children sit and start a slow clap (or pat knees), children keep clapping while you start a rhyming string, e.g. Fat, cat, rat, etc. on the word rat you pass the pebble on to the child who says another rhyming word “mat” that child passes the pebble on to the next child who says another word in the rhyming string. Words can be repeated and nonsense words can be used. A child can pass the pebble on in time to the clapping without contributing a word.

You Can Come Sailing On My Ship
Ask children if they would like to come sailing on your ship. Tell them they can come if they bring something. You are going to take a “bun”. They have to think of things to take that will rhyme with bun. E.g. sun, one, etc. Variation: you can come on my rocket ship, submarine, truck, car etc. As long as they choose something to take with them that rhymes with what you are taking. The words can be nonsense words.

Rhyme; Suggested Activities
Did You Ever Ever Ever?
As children are learning to rhyme try inventing new rhymes and singing them to the tune of “If you’re happy and you know it”. For example:

Did you ever see a (bear) in a (chair)?
Did you ever see a (bear) in a (chair)?
No, I never, no, I never, no I never, no, I never
No, I never saw a (bear) in a (chair)?

Did you ever see a (mouse) in a (house)?
Did you ever see a (mouse) in a (house
No, I never, no, I never, no I never, no, I never
No, I never saw a (mouse) in a (house)?

Humpty Dumpty Variations
The first line of Humpty Dumpty has changed. Read each one and make up a rhyming second line.
For example: Humpty Dumpty sat on a bike and bumped into his friend called Mike.
Humpty Dumpty sat on a stool…….
Humpty Dumpty sat on a bed……..
Humpty Dumpty ate some pie…..
Humpty Dumpty ate some fruit…….

Rhyme: The Ants Go Marching (oral)
Many songs make use of rhyme. The Ants go Marching is an excellent example. Once children catch on to the pattern, they may create their own verses. While marching in a line children sing the following:
The ants go marching one by one Hurrah! Hurrah!
The ants go marching one by one Hurrah! Hurrah!
The ants go marching one by one
The little one stops to have some fun
And they all go down to the ground
To get out of the sun! Boom! Boom! Boom! Etc….

Let’s Decode: Format for Rhyming
We are going to rhyme words with –an. My turn, it rhymes with –an and starts with /m/. Your turn. Rhymes with –an and starts with /f/ (fan). Repeat with other examples: can, Dan, Jan, Nan, pan, ran. Tan. Van.

Lists of other rhyming words: cot, dot, rot, hot, lot, knot, not, tot, spot, slot, plot.
Dip, hip, lip, slip, nip, pip, rip, sip, tip, drip, flip, grip. Clip.
Cup, pup, and sup.
Beep, jeep, peep, keep, weep, sheep, creep, sleep.
Other rimes to choose from; ad,im, un, en, oot, ate, eet, eam, and.

Follow That Rhyme
Read the following rhymes. Children complete the actions and say which two words rhyme.
Tap your head, then find something red
Wiggle your hips and lick your lips
Put your hand on your knee, and find a letter T
Give your hands a clap, then lay them in your lap
Walk to the door and sit on the floor
Give your eye a wink and have a big think
Pretend you’re a tree then count to three
Put your hand on the table and jump if your able
Count to ten, then find the teacher’s pen
Make a face like a fish, then make a wish
Look for something blue, then point to a shoe
Touch your toe and then say “no”
Find a picture on the wall, now look around for something small
Put your elbow on your knee, now tell me something you can see
Pretend you’re a bear, and stand on a chair
Sound to seven then say the number eleven
Point to friend because this is the end.


Credit goes to Jane Sheils & Yvonne Sawyers

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