Wibb Wobb Rhyme Research

Knowledge of onset and rime allows students to read unknown words based on existing word knowledge and the ability to build word families (Pinnell & Fountas, 1998, p. 236) based on rime sounds. The introduction of phonemes during phonological awareness occurs in the last level, where explicit instruction is used to teach students how to detect, segment, count, blend and manipulate separate phonemes (Yopp & Yopp, 2009, p. 3). Strategies to support phonological awareness includes counting and clapping out both sentences and syllables, rhyme riddles, guess which object (Yopp & Yopp, 2009, p. 8), segmenting words requiring students to blend back together and instruction of rhyme identification (Fellows & Oakley, 2010, p. 190). Rhyme identification can be explored through song and nursery rhymes, grouping words according to onset and rime (McDevitt & Ormrod, 2004, p. 331), rhyming games such as roll a rhyme (Fellows & Oakley, 2010, p. 190) and cumulative reading texts. Children not exposed to different forms of rhyming within the home environment will need explicit instruction in how to determine what a rhyming word and what it is. As the concept of rhyme is normally introduced before developing reading ability, students struggling with identifying sounds may benefit from picture cards to introduce the concept, allowing them to group and identify rime

Although there are no sounds (onomatopoeia), there is alliteration and real rhymes. Because this poem contains a good amount of alliteration and rhyming words, it is fun the read and easy to

The observation began with a review of what phonological awareness means. According to Chard, D.J. & Dickson, S.V. (2018), it is being aware of the fact that oral language is made up of many smaller units, such as words and syllables. In order to be successful at reading and writing language, an individual must develop skills in phonological awareness. Teaching students to rhyme is very important also because it is one of the ways students show that they have an awareness of phonological awareness. An example of rhyming is when a word is broken down by a single letter or combination of letter sounds such as the word chop would be broken into the onset: ch and rime: op. Students must

This book is not only a rhyming book, it could be used for multiple lessons such as math, social emotion, music, and introduction to poems in Pre-k thru 1st. It’s fun, entertaining, and the art work is done as if a student created it. I believe that the sing-a-long

The rhyming scheme uses irregular couplets such as “matter” and “chatter” on different lines. This

This lesson is intended to teach my Kindergartners how to read the provided reading material observing all the taught applications. I will focus on reading, identifying rhyming words and identifying the vocabularies in the reading

When I was little I didn’t know Dr. Seuss's books had a purpose and meant something. Now I know that Dr. Seuss’s books are more than just nonsense words and rhyming. Stories like Yertle the Turtle, The Sneetches, The Lorax, and many more. One story that shows Dr. Suess is more than nonsense words and rhyming is the Lorax.

As you stated, phonemic awareness is very important to a child's later achievement in reading and also spelling. Rhyming and poetry are great ways in promoting phonemic awareness. In my post, I also mentioned a similar activity, and I think rhyming is very effective when working with children which is why many class incorporate these types of activities in their classroom. Great

While reading the children’s book, I found the word choice to be simple and the sentences flowed easily (Jess). I think this made the book more appealing towards children, and by extension their parents. Parents want their children to be able to understand the words and their meaning. While not rhyming like a Dr. Seuss book, there is a rhythm to the words that I think most people would find appealing. Jess supplemented this by giving a delivery that was similar to a parent reading the book to a child for

Yale rhymes with many words I dislike, like jail, pale, and frail. I loathe the word cachet, but my favorite word is sashay. Similarly I generally like the Northeast the least, but I want to attend Yale. Yale seems like a place where one can spend their free time trying to assemble complex rhymes to showcase. The shopping period is perhaps the most unique feature of Yale, but Maputo, the capital of Mozambique, has far more fenugreek. Eager to enter, reluctant to leave. Yale is a premier establishment that speaks me because of it's reputation, location, and freedom from

Learning to read is a valuable and important skill that children acquire from a very early age. Children gain an understanding of the different sounds in our spoken language from a wide range of different experiences and social interaction with their environment. For example, singing and saying rhymes, sharing books, making and listening to music, pretend play, listening to adults and joining in conversations etc ect. as mentioned by Vygotsky (1978)

Rhyming: the ability to recognize rhyming and alliterations. Reading nursery rhymes can help young children recognize rhymes; playing alliteration games can help facilitate understanding, creating poems using rhyming, listening to silly songs with alliteration, playing the odd man out game.

This resource had been created to encourage a child to learn to read through play. It is in the form of a game and it is aimed at helping a child repeat the words that extra practice is needed from a book that has been read. The resource created is a game that incorporates play and praise in which are essential skills to support a child that is learning something new. Games enable all children to develop skills without pressure and are particularly important for children who may be less confident (Lindon, 1993). The ‘Let’s Read’ game can be used for a variety of ages as the words can be changed and personalised depending on the child’s reading ability. This game is a good way of helping to teach a child to read and improve on words that they struggle with because it is taught by learning through play, therefore the child is less aware they are learning and it is a fun way to practice. The child is also receiving praise and reward through the star reward sheet that comes with the game. By

As a child, my nightly bedtime routine consisted of being read a book, singing a tune, and a brief summary of tomorrow’s agenda. “Frog and Toad” was the expected book of choice, with it being my favorite. It’s safe to say that my mother had it memorized. She would often try to convince me to pick a different choice, but my heart was set on “Frog and Toad.” I remember her pointing to every word as she read aloud to me. By doing, so I became aware of words and eventually started to recognize them. One of my favorite car games as a child was “the alphabet” game. The alphabet game consisted of my brother and I trying to find every letter in the alphabet, whether it be on a license plate or a billboard. My older brother Jesse had hawk eyes so he usually beat me to a lot of letters but I still enjoyed playing and got better with each game. My childhood experiences helped me recognize and develop early stages of literacy.

The poem can be used in a lot of ways to implement other language arts activities but the highlight of this activity is coming up with silly or fun body movements to accompany the choral reading of the poem. Doing the body movements creates lots of laughter and giggling. The fun, being silly, and the laughter, relaxes the children, helping to being more receptive to soaking in new information. This also lights a spark in the students to learn the moves and memorize the poem so that they can share it with the family.