« back Rhyme

Awareness of when the middle and end parts of the words sound the same.
The ability to hear the correspondence of sound between words or the endings of words, especially when these are used at the ends of lines of poetry. Developing early rhyming skills supports the acquisition of language for learners.
Areas of concern Strategies, resources and links within the Addressing Dyslexia Toolkit and to external sites
Is the learner aware when 2 words end with the same sound when spoken? Listening and understanding of what rhyme means
Are the learners sung to and can they sing back? Rhyme time clubs - http://www.bookstart.org.uk/events/bookstart-rhymetimes/
CBeebies Watch and Sing - http://www.bbc.co.uk/cbeebies/watch
Book bug - http://www.scottishbooktrust.com/bookbug
Singing using song websites e.g.
http://wordsforlife.literacytrust.org.uk/songs?gclid=CNzHlbeivMgCFSQHwwodvp8GQQ
http://bussongs.com/
http://singwithourkids.com/
U tube film clips e.g. Jolly Jingles - https://www.youtube.com/watch?v=Djz82FBYiug
Can the learner:
Recognise rhyme and understand what rhyme is? Use lots of singing and rhyme time http://www.bookstart.org.uk/events/bookstart-rhymetimes/
Games and tasks with rhyming words – multisensory tasks e.g. feely bags, pictures, cards listening games, treasure hunts to find rhyming objects.
Use visual reinforcement e.g. pictures
Replicate the rhythm of rhyme? Use of clapping when singing rhymes, marching to the beat, movement to the beat.
Use lots of singing and rhyme time http://www.bookstart.org.uk/events/bookstart-rhymetimes/
Include a focus on rhyme in planning
Generating rhymes - can they independently create a similar rhyme? Games and tasks with rhyming words e.g. I spy with rhymes, rhyming wheels, inventing new rhyming words, visual displays, rhyming riddles, access to books – printed and e books or audio.
Can the learner discriminate different sounds? Use lots of singing and rhyme time http://www.bookstart.org.uk/events/bookstart-rhymetimes/
Discuss with named person and or parent.
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