Guest Posted May 13, 2007 Share Posted May 13, 2007 We feel that our children are poor on this but I worry we are maybe being too harsh and expecting too much. None of them have ever made a comment spontaneously about things beginning with the initial letter sound of their name. I have given it to children who predict a rhyming word in a couplet when we share rhyming books or to those who are now playing with rhyme and making nonsense or real word rhymes. One said I and my they rhyme ! Am I in step with what you do bearing in mind this is a stepping stone??? Thanks, Catriona Link to comment Share on other sites More sharing options...
AnonyMouse_4544 Posted May 14, 2007 Share Posted May 14, 2007 I have to say it is one I find difficult. Most of my children are fine with alliteration but only a handful are able to recognise rhymes or continue a rhyming string without prompting. Link to comment Share on other sites More sharing options...
Guest Wolfie Posted May 14, 2007 Share Posted May 14, 2007 I would consider that being able to add the rhyming word in the context of a rhyme or story would be good evidence for this stepping stone. Link to comment Share on other sites More sharing options...
Guest Posted May 14, 2007 Share Posted May 14, 2007 I think the keyword is 'awareness'. I often feel my children are aware of rhyme and alliteration and have a jolly good go, with great enthusiasm but do we consider it achieved.......... I feel more comfortable if I get to go through the profile with the receiving reception teacher with whom I have a good relationship built over time and who definitely understands where I am coming from. What about moderation tho.......... Will all this become easier in EYFS - I hope so but I'm not convinced Link to comment Share on other sites More sharing options...
AnonyMouse_4544 Posted May 14, 2007 Share Posted May 14, 2007 I don't think the profile will change with the EYFS. Link to comment Share on other sites More sharing options...
AnonyMouse_1208 Posted May 14, 2007 Share Posted May 14, 2007 I think that the examples in handbook are very basic - 'sometimes distinguishes one sound from another, or notices when words begin with the same sound.' '.......laughs when the last word of the rhyme is changed.' Link to comment Share on other sites More sharing options...
Guest Posted May 14, 2007 Share Posted May 14, 2007 Thanks for your replies- reassuring! I shall go on!!! Catriona Link to comment Share on other sites More sharing options...
Guest Posted May 14, 2007 Share Posted May 14, 2007 I have to say I find this one a nightmare but I also think the key word is awareness. I have made a set of picture rhyming cards and ask the children to match them up eg bat and hat, ball and wall, cake and snake etc.If they can find or tell me the correct word or picture at least 3 times they get it. However they also have to have the awareness of alliteration as well to get the point. Again I am planning to use picture cards to assess if the child has an awareness, that is can they find me the pictures that start with the same sound. We do tend to be on the harsh side in our Foundation Stage so I would only give them the point if they can do it with 3 different letters. I am interested in the replies to this topic. Zambonie Link to comment Share on other sites More sharing options...
Guest Posted August 23, 2009 Share Posted August 23, 2009 Hi I hope you don't mind, I was perusing the forum looking for something totally different and found this old message. We found that for rhyme and alliteration If we gave the children a picture with the phonically same sound i.e. dannial has a dog by his name d for dannial d for dog, this gave the children an interest point as they are all different and then they did the rest. They use their name cards for everything from art to computers. We also use letters through out the room with the same pictures on which phonetically correspond. (sorry about the spelling!) Some days the sit aroun the snack bar and compare. On the computer they use recognition and so on. I hope this helps. KAT. Link to comment Share on other sites More sharing options...
AnonyMouse_2732 Posted August 23, 2009 Share Posted August 23, 2009 I realise this is an old thread, but our children are mustard with this!! Have you heard of 'Rhythm, rhyme and robot'?? Or is this just specific to our LEA?? It really engages the children and they have really caught on to rhyme and alliteration, as well as breaking down and building up simple words. I'm in a day nursery, by the way. Sue Link to comment Share on other sites More sharing options...
Guest Posted August 24, 2009 Share Posted August 24, 2009 I realise this is an old thread, but our children are mustard with this!! Have you heard of 'Rhythm, rhyme and robot'?? Or is this just specific to our LEA?? It really engages the children and they have really caught on to rhyme and alliteration, as well as breaking down and building up simple words. I'm in a day nursery, by the way. Sue Never heard of 'Rhythm, rhyme and robot', but I'm very interested - especially if it has great results. Can you give us any more information Sue? Link to comment Share on other sites More sharing options...
AnonyMouse_2732 Posted August 24, 2009 Share Posted August 24, 2009 OOOH!! You like? Yes, I'll give info when I can - embroiled in BIG ESSAY right now, but WILL get back (I hope!!) Sue Link to comment Share on other sites More sharing options...
AnonyMouse_2732 Posted August 25, 2009 Share Posted August 25, 2009 Letters and Sounds document helps... Link to comment Share on other sites More sharing options...
AnonyMouse_4544 Posted August 26, 2009 Share Posted August 26, 2009 Tongue Twisters are a good way to have fun with alliteration and good old making rhyming strings with your name causes great hilarity (and also lots of experimentation) Poor Ellie the boys had a field day - smelly belly Link to comment Share on other sites More sharing options...
Guest Posted September 12, 2009 Share Posted September 12, 2009 What do you think about LSL5 Hears and says sounds in words (in order in which they occur) ? Do you think children have to be completely reliable at saying all 3 sounds in a CVC word they hear eg sun = s...u..n. If so, this is pretty demanding. Link to comment Share on other sites More sharing options...
AnonyMouse_4544 Posted September 12, 2009 Share Posted September 12, 2009 What do you think about LSL5 Hears and says sounds in words (in order in which they occur) ? Do you think children have to be completely reliable at saying all 3 sounds in a CVC word they hear eg sun = s...u..n. If so, this is pretty demanding. yes the child needs to be able to orally segment the word Link to comment Share on other sites More sharing options...
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