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ORAL PRESENTATION OF AGE

APPROPRIATE ACTIVITIES
ANG YANCI
ADLINA AISBIRAN
THE
RHYMING SENSORY BAG
3-5 YEARS OLD
MATERIALS
 Rice
 Food storage plastic bag
 Colour paper
 Marker pen
Develop
Accessible children’s
fine motor
skills

WHY?

Grab the
attention
of the
children
PROCEDURE OF THE ACTIVITY
1. The sensory bag will be given to a child.
2. The child will be given instruction to sort out pair of words that
they found in the sensory bag according to their rhyme.
3. Once the found the pair, they have to write the pairs on the
paper given.
Main purpose
To provide reinforcement to children in recognizing and identifying rhyme.

Learning Outcome
Children will have a clearer and deeper understanding about rhyme.

Suitable age group


3-5 years old
• Children are not able to produce rhyme but able to recognize a rhyme
• Children are not able to identify the odd word out of words which rhymes
• Children are capable of recognizing and differentiating rhyme
between words.
RATIONALE 1
• Age appropriateness
• The ages between 2 and 4 are active periods of
acquisition of phonological awareness skills(Chaney,
1992).
• Children’s phonological awareness skills to develop
significantly between ages 3 and 4 (Lonigan, Burgess
and Anthony, 2000).
RATIONALE 2
• Develop phonological awareness
• Rhyme tasks were the easiest of the phonological awareness tasks for
kindergarten children to perform (Yopp, 1988).
• Able to use the familiar patterns to aid in spelling and reading.
• “bat” & “cat”: both have the “at” sound pattern.
RATIONALE 3
Rhyme awareness leads to phonemic awareness

isolate the rhyme


from the other
/pig/ and /big/ Do they rhyme?
sounds in these
words.

aware of rhyming separate the


sounds is also beginning sounds
aware of (/p/ and /b/) from
beginning sounds the rhyme (/ig/).
REFERENCE
Chaney, C. (1992). Language development, metalinguistic skills, and print
awareness in 3-year-old children. Applied Psycholinguistics,13(4),
485–514.
Goswami, U. & Bryant, P. (1990). Phonological Skills and Learning to Read.
Hove: Lawrence Erlbaum.
Lonigan, C. L., Burgess, S. R., & Anthony, J. L. (2000). Development of
emergent literacy and early reading skills in preschool children:
Evidence from a latent-variable longitudinal study. Developmental
Psychology, 36(5), 596–613.
Maclean, M., Bryant, P. E., & Bradley, L. (1987). Rhymes, nursery rhymes
and reading in early childhood. Merrill-Palmer Quarterly, 33(3), 255–
282.
Macmillan, B, M. (2002). Rhyme and reading: a critical review of the
search methodology. Journal of Research in Reading. 25(1). 4-
42.
Moats, L, & Tolman, C (2009). Language Essentials for Teachers of
Reading and Spelling (LETRS): The Speech Sounds of English:
Phonetics, Phonology, and Phoneme Awareness (Module 2).
Boston: Sopris West.

Reynolds, M. E., Callihan, K. & Browning, E. (2003). Effect of


instruction on the development of rhyming skills in young
children. Contemporary Issues in Communication Science and
Disorders, 30(spring), 41-46.

Yopp, H. (1988). The validity and reliability of phonemic awareness


tests. Reading Research Quarterly, 23(2), 159–177.