Level 4

Level 4 - Recognition and Production of Syllables

In this section children divide spoken words into syllables or ‘beats’- a task which is easier than finding the individual sounds within words.

In the early activities children are provided with visual representations for the syllables to make the task more concrete.  They should also be encouraged to move their body, clap, tap etc., to help them find the syllables as they day the words.  Later, spelling is facilitated by matching syllables found in spoken words to their written equivalents.

Syllables can be represented by any number of letters from one to eight.  The word understand has three syllables, each of a different number of letters. Un  has two, der has three and stand has five letters.  Each syllable contains a vowel sound.

  

To encourage blending of syllables:

CLAP YOUR HANDS

Clap, your hands

Clap your hands

Clap, your hands together

And clap your hands

Snap, your fingers

Snap, your fingers

Snap, your fingers together

And snap, your fingers

Say, these parts

Say these parts

Say,these parts together

And say these parts

(BIS)

Say these parts together

Teacher: moun…./….tain (children respond ‘mountain”)

Teacher:  love…/…ly  (children respond “lovely”)

Teacher:  un…./…..der (children respond “under”)

This example suggests two syllable words.  However once c

hildren are comfortable with this activity, you may include words with three or four syllables.  

Level 3

Level 3 - Recognition & Production of Rhyme

Rhyme activities introduce children to the sound structure of words.  Especially when rhyme recognition skills are not well established, the visual representation of the words provides great assistance, as the child is then free to concentrate totally on the recognition of rhyme, without straining to recall the words presented.  Once the skill is firmly in place, the task may be made more difficult by presenting the words completely orally.

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)?

 tune:

Level 2

Level 2 – Word Awareness

The activities in this section help children to identify words within sentences.  When speaking, children do not usually concentrate on individual words, but this is necessary when they are learning to read.  In these activities children will develop an awareness of words in spoken and written sentences and understand that word order has an effect on sentence meaning.  Compound words are introduced to encourage the child to look within the word for meaningful parts.

Compound Words

Use pictures to discuss compound words, they are words created by bringing two words together.  E.g. rain  bow

Teacher holds two pictures together and children discover it can make the word rainbow.  Teacher:  “Say rainbow. Now say it again but don’t say “bow” Students “rain”

 

 

Level 1

Level 1 - Exposure to Nursery Rhymes

I have chosen this nursery rhyme because in it the words that rhymes are in close proximity to one another, the lyric is really easy to learn and you can sing the nursery rhymes doing movements and gestures and in this way children can interact and they involve in the song.

Rain, rain, [Move your fingers down like falling rain.]
go away. [Push your hands out, as if you were pushing the rain away.]
Come again another day. [Make a "come here" motion with your hands.]
DADDY wants to play. [Hold up your hand showing all five fingers and point to your thumb.]
Rain, rain, go away. [Move your fingers down and then push away the rain.]

Rain, rain, go away.
Come again another day.
MOMMY wants to play. [Hold up your hand showing all five fingers and point to your index finger.]
Rain, rain, go away.

Rain, rain,go away.
Come again another day.
BROTHER wants to play. [Hold up your hand showing all five fingers and point to your middle finger.]
Rain, rain, go away.

Rain, rain, go away.
Come again another day.
SISTER wants to play. [Hold up your hand showing all five fingers and point to your ring finger.]
Rain, rain, go away.

Rain, rain, go away.
Come again another day.
BABY wants to play. [Hold up your hand showing all five fingers and point to your pinky finger.]
Rain, rain, go away.

Rain, rain, go away.
Come again another day.
ALL THE FAMILY wants to play. [Hold up your hand and wiggle all five fingers.]
Rain, rain, go away.

Year 1. Fiction Book - FAT CAT ON A MAT

FAT CAT ON A MAT is a really useful resource to work in class some goals like:  

In this activity we can see pictures of some of the items that appear in the book Fat Cat on a Mat. Students should place the picture on the correct bag, recognising the beginning letter and sound of each drawing.

  

In this activity we will work with sounds and rhyme of this words. Again we use some of the items of the previous book. It's important differentiate the sound to the letter. 

In this activity students will work with the writing skill, they should use the correct movement to write some sentences of the story following the model. 

Fiction and Non Fiction Books

Curriculum guidelines