Learning intention
- recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (phonological awareness)
Foundation English · AC9EFLY09
Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (phonological awareness)
recognising and producing rhyming words when listening to rhyming stories or rhymes; for example, “funny” and “money”
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Learning goalsSay it simply
Clean visual examplesOne-page board
Clean one-page examples
AC9EFLY09 - AC9EFLY09: Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (phonological awareness)
Example 1
recognising and producing rhyming words when listening to rhyming stories or rhymes; for example, “funny” and “money”
Example 2
identifying patterns of alliteration in spoken words; for example, “helpful Henry”
Example 3
identifying syllables in spoken words; for example, clapping the rhythm of “Mon-day”, “Ja-cob” or “Si-en-na”
Example 4
Listen to spoken sounds: rhyme: cat/hat alliteration: big blue ball syllables: ba-na-na
Curriculum examplesCurriculum examples
Elaboration expansion and examples 1
- E1: recognising and producing rhyming words when listening to rhyming stories or rhymes; for example, “funny” and “money”
- E2: identifying patterns of alliteration in spoken words; for example, “helpful Henry”
- E3: identifying syllables in spoken words; for example, clapping the rhythm of “Mon-day”, “Ja-cob” or “Si-en-na”
Elaboration expansion and examples 2
- Listen to spoken sounds: rhyme: cat/hat alliteration: big blue ball syllables: ba-na-na
- Use the skill in reading, speaking or writing: Identify or make a sound pattern by listening. rhyme: cat/hat alliteration: big blue ball syllables: ba-na-na
- Teacher model: Read or say the first card. Ask: what does this show?
Teach, ask and checkTopic-aligned
AC9EFLY09 · rhyme, alliteration, syllables and phonemes
Learning focus: I can hear and make rhymes, repeated beginning sounds, syllables and individual speech sounds.
Model it: Listen to spoken sounds: rhyme: cat/hat alliteration: big blue ball syllables: ba-na-na
Ask the learner: What is the main idea of rhyme, alliteration, syllables and phonemes?
Look for: The learner can I can hear and make rhymes, repeated beginning sounds, syllables and individual speech sounds in a fresh example and explain the evidence or reasoning without copying the model.
If they are stuck: If the learner guesses or repeats a rule without evidence, return to the concrete or visual model and ask them to explain what each part shows.
Review hints and exit ticketReady for practice
Assessment-style questions and review hints 1
Questions
- What is the main idea of rhyme, alliteration, syllables and phonemes?
- Which example shows the skill?
Review hints
- Remember: Hear rhyme, alliteration, syllables and phonemes
- Use the routine: Listen → Clap/count → Say sound → Make pattern
Assessment-style questions and review hints 2
Questions
- What is one common mix-up?
- How can you check your answer?
Review hints
- Before answering: point to the clue in the spoken words, written sentence, image, page layout or text purpose.
- Self-check: change the example slightly and see whether the same reasoning still works.
Exit ticket
- Name the skill
- Use a model example
- Try independently
- Explain evidence
Curriculum alignmentStart here
Curriculum
- recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (phonological awareness)
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