26-36 months show interest in play with sounds, songs and rhymes. 30-50 months use intonation, rhythm and phrasing to make their meaning clear to others. 40-60 months Listen with enjoyment, and respond to stories, songs and other music, rhymes and poems.
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26-36 months show interest in play with sounds, songs and rhymes. 30-50 months use intonation, rhythm and phrasing to make their meaning clear to others. 40-60 months Listen with enjoyment, and respond to stories, songs and other music, rhymes and poems.
26-36 months show interest in play with sounds, songs and rhymes. 30-50 months use intonation, rhythm and phrasing to make their meaning clear to others. 40-60 months Listen with enjoyment, and respond to stories, songs and other music, rhymes and poems.
Copyright:
Attribution Non-Commercial (BY-NC)
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Download as DOCX, PDF, TXT or read online from Scribd
26-36 months show interest in play with sounds, songs and rhymes. 30-50 months use intonation, rhythm and phrasing to make their meaning clear to others. 40-60 months Listen with enjoyment, and respond to stories, songs and other music, rhymes and poems.
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Nursery Class Date 21/01/10
Adult led focus activity 1
Outline of Activity: Exploring rhymes based on ‘Jam, Jim, jam’
Aspects of learning: CLL Linking Sounds & Letters
Staff member: Greg
Development Matters ( Learning Intentions):
26-36 months Show interest in play with sounds, songs and rhymes. ■■ Repeat words or phrases from familiar stories. 30-50 months Use intonation, rhythm and phrasing to make their meaning clear to others. 40-60 months Listen with enjoyment, and respond to stories, songs and other music, rhymes and poems and make up their own stories, songs, rhymes and poems.
Teaching strategies: Remind chn about last week reading ‘Don’t put your finger in the jelly, Nellie!’ Read Pass the Jam, Jim! Point out rhyme/rhythm/alliteration Key vocabulary: rhyme Key Questions – What does xyz rhyme with? Model example… Mr Aird likes things shared Jelly Nellie SEN/EAL – Non-Verbal prompts Target Group: Those children who show an interest and Named Children- E’s group (more experienced) Extension children: Think of multiple rhymes/ help with trickier names. Using rhyming dictionary Names of other people in the class/friends/family Evaluation/Assessment
Some children found concept of rhyme difficult, although they recognized similar sounds and enjoyed the book (as they had Jelly Nellie). Try again to find more words that rhyme with their names eg Chloe showy, Michael cycle, , Elaine rain etc. Possible lines of development:
Look at poetry, rhyming songs, make our own poetry/rhyming anthology (teacher scribed) Find things in the classroom that rhyme/ begin with the same letter
Highlighted = Activities planned in response to children’s interests Non-highlighted = activities planned to ensure balance across the curriculum Role of the Adult (Effective Practice ): Strategies for the adult to use - Verbal responses / Non Verbal responses / Show genuine interest / Respect children’s own decisions and choices / Inviting children to elaborate - Recapping : encourage children to organise their own experience / Offering your own experience - Clarifying ideas / Waiting for a response ( count to 10) / Not hurrying children / Suggesting reminding - Using specific praise to encourage further thinking / Offering an alternative point of view / Speculating - what might happen if / Be creative – lets pretend to - Reciprocating / Asking open questions / Reflect together on shared experiences / Modeling and demonstrating thinking – think out loud Date: Monday Tuesday Wednesday Thursday Friday Adult Roles:
Reading 1:1 Children’s Needs, interests and schemas –what we observed Changes throughout the week (e.g. info. from parents, spontaneous events)
