Thursday, March 12, 2009
Y1 Pattern and rhyme
Pattern and rhyme
(2 weeks)
Sorry, exemplified detail of this unit is not currently available.
Overview
• Children hear, read and respond to rhymes and simple patterned stories. They join in with 'performances' of them, with and without music, actions and other enhancements. They use simple pattern structures to support their writing.
• As a class and in groups, children hear, read and respond to a range of rhymes and simple patterned stories. They then explore the different patterns created, both by the ways sounds, words and phrases are used and sequenced, and by the way the text is laid out on page or screen. They join in with and 'perform' the rhymes in a variety of ways, including where appropriate singing, adding music, rhythms or sounds, doing actions and acting out.
• With extensive contribution from and involvement by children, the teacher models and explores writing in several different patterned forms, as shared composition, for example, making up silly couplets or verses based on rhyme, or on repeated sounds, words or phrases. Opportunity is taken to focus on playful language choices, further developing children's vocabulary and their word reading and writing skills in the process. Sometimes simple models from the reading are used as a frame for writing. These simple creations, too, can be read, sung, danced and otherwise explored.
• Following on from this modelling, children in pairs or individually (possibly then working with a response partner) write their own simple patterned texts (on paper or on screen), developing their writing by adding a few further words or phrases from a given beginning, following a specific pattern or within an appropriate frame. Outcomes are then shared and discussed. They could be recorded on audio or video as a vehicle for both sharing and review.
(2 weeks)
Sorry, exemplified detail of this unit is not currently available.
Overview
• Children hear, read and respond to rhymes and simple patterned stories. They join in with 'performances' of them, with and without music, actions and other enhancements. They use simple pattern structures to support their writing.
• As a class and in groups, children hear, read and respond to a range of rhymes and simple patterned stories. They then explore the different patterns created, both by the ways sounds, words and phrases are used and sequenced, and by the way the text is laid out on page or screen. They join in with and 'perform' the rhymes in a variety of ways, including where appropriate singing, adding music, rhythms or sounds, doing actions and acting out.
• With extensive contribution from and involvement by children, the teacher models and explores writing in several different patterned forms, as shared composition, for example, making up silly couplets or verses based on rhyme, or on repeated sounds, words or phrases. Opportunity is taken to focus on playful language choices, further developing children's vocabulary and their word reading and writing skills in the process. Sometimes simple models from the reading are used as a frame for writing. These simple creations, too, can be read, sung, danced and otherwise explored.
• Following on from this modelling, children in pairs or individually (possibly then working with a response partner) write their own simple patterned texts (on paper or on screen), developing their writing by adding a few further words or phrases from a given beginning, following a specific pattern or within an appropriate frame. Outcomes are then shared and discussed. They could be recorded on audio or video as a vehicle for both sharing and review.
# posted by whynotshare @ 6:07 PM 
