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TEACH READING & WRITING
REASON
RHYMEAND
Encouraging children to listen for the rhythm
of everyday language can help thembecome
better readers andwriters, says
AndyCroft
ANDYCROFT
is the author of
A Creative Approach to Teaching Rhythmand Rhyme
(Bloomsbury Education)
Choose some objects in the classroom
for which there are easy rhymeswithin your
children’s vocabulary range (chair/bear,
pencil/stencil, hen/pen etc.) You start the
game by saying, ‘I can hear withmy little ear,
something that sounds like a... bear’. Some
of your childrenwill get the joke and hear
the rhyme for, say, ‘chair’ immediately.
Otherswill need several examples before
they understand the doublemeaning of
‘sounds like’. If no-one can hear the hidden
rhyme, try some easier ones (something that
sounds like a... stencil; something that sounds
like a... fable). In a couple ofminutes everyone
should be able to join in. For example:
■
I can hear withmy little ear something
that sounds like...
a hen (
a pen
), awitch (
a
switch
), awar (
the door
), a robe (
a globe
),
afight (
the light
), a bug (
amug
), beautiful
pearls (
girls
), a loud noise (
boys
) squids (
kids
).
This can be developed to include two
syllable rhymes. These are often easier to
guess because there are fewer possibilities.
For example:
■
I can hear withmy little ear something
that sounds like...
a scooter (
computer)
a
feeling (
the ceiling
), a jeweller (
a ruler
) a
horrible creature (
guesswho
).
Remember, you have to be able to see the
objects aswell as ‘hear’ them. When you have
rhymedwith all the inanimate objects in the
roomyou can take onwords like noses, ears,
shoes, boys, girls, teeth, smiles, bums, toes
and so on. Then you can include the names
of your children, for example:
R
hymes are everywhere – songs,
playground games, football chants,
hymns, nursery rhymes, raps, TV
adverts, radio jingles, tabloid
headlines. You don’t have to think
tofind them; all you need to do is listen.
You don’t even have to be ‘good at English’ to
be able to enjoy themusic of ordinary speech.
Very often childrenwho think they are
‘useless at writing’ are perfectly able to listen
to the commonmusic of language. They use
their ears, aswriters and audiences have
always done.
Here are three learning games you can use
in the classroomto encourage your children to
becomewriters and readers through the noisy
practice of rhyme and rhythm, sound, pattern
and echo. They are designed to encourage a
sense of themagic of words, the poetry of
everyday subjects and the value ofmemory
and anticipation.
I CanHear...
This is an improvisation game based on
finding hidden rhymes. It can be used in
the classroomas a starter activity or as a
model for individual, group or whole-class
writing. It is suitable for all ages and abilities.
First, ask if anyone knows the answer to
the riddle, ‘What’s orange and sounds like
a parrot?’
At least one childwill either knowor hear
the correct response; ask themto explain
howa carrot can sound like a parrot.
Now, tell the class that poets don’t play
traditional ‘I Spy’. Because they have to use
their ears aswell as their eyeswhen they
write, poets start the gamewith, ‘I can hear
withmy little ear’.
■
I can hear withmy little ear someone
who sounds like...
awashingmachine
(
Nadine
), a bike (
Mike
), a panther
(
Samantha
), themoon (
Haroon
),
amelon (
Helen
), a panda (
Amanda
) etc.
Hungry Jack
Begin by reciting the following
adaptation of the nursery rhyme
‘Little JackHorner’:
Little JackHorner
Sat in the corner
Eating his Christmas pie
He put in his thumb
And pulled out a plum
But the plumwas too big
So he swallowed a…
Pretend you can’t thinkwhat comes next.
Ask if anyone can suggest what else Jack
could eat instead of the plum. To complete
the line they have tofill in themissing beat
with a one-syllableword that rhymeswith big.
You probablywon’t have to explain this; most
of your classwill hear the rhymes pig, wig or
fig. This gives you the subject of the next
couplet. For example:
...But the pigwas too fat
So he swallowed a...
It is important that you say thefirst line of
each newcouplet. This allows you to control
the rhymes so that they arewithin your
children’s vocabulary range. Remember,
you supply an adjective, and your children
find a noun. Prepare a list of possible rhymes
in case your children get stuck. Don’t let
anyone repeat a rhyme you have already used
or youwill go round in circles. Encourage your
class to ‘hear’ themissingword instead of
thinking about it.
...But the cat had no tail
So he swallowed a snail
But the snail had no shell
So he swallowed a bell
But the bell was too loud
So he swallowed a cloud
But the cloudwas too dark,
So he swallowed a shark...
You canmake it easier by introducing
two-syllablewords:
But the sharkwas too lazy
So he swallowed a daisy
But the daisywas too pretty
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