![]() ![]() However, if they can’t, that is absolutely fine (and normal) too. If the children can think of their own words that rhyme, then that is fantastic! That is exactly what you want. So, if it is ‘cat’, then chant ‘cat cat cat cat, hat hat hat hat….etc’ Once again, pick words that rhyme with whatever object you are using in the box. The box is currently empty (not one hundred per cent true!), but if you all do a fantastic spell then something will turn up in the box.Īim the wand at the box, and get the children to wiggle their ‘magic fingers’ at the box. Tell the children that you are going to make a rhyming spell. For example, you could have a toy cat in the box (but secretly – don’t let the children see). One more thing – you need an object that is hidden in the box, and is something that has lots of words that rhyme with it. This could be a bought wand, or something like a stick with some magical material (like wool) wrapped round it will be fine). You will also require some kind of magic wand. You could use a picnic hamper, a treasure chest, or cauldron, or anything else like that. Have some kind of old box that is going to be the wizard’s magical box. This is a game that uses lots of repetitive chanting, a great way to start with rhyme. Plenty of actions and making it fun really helps the process as well. It’s a great idea to repeat songs they know well lots of times. I could have listed thirty or forty here, but you get the idea. That’s not to say there is tremendous value in singing those kind of songs – there definitely is!īut for actually learning about rhyme, you want songs that actually rhyme! Some of these will be good choices: Wheels On The Bus’, isn’t actually a ‘rhyme’. ![]() Many nursery rhymes don’t actually rhyme. Singing simple nursery rhymes is the number one thing to do to set the foundation for rhyming. Often the things that are the least like rocket science will have the greatest impact. This is an obvious one, but I thought I better include it in this list. So go through the following three phases, and children will hopefully be ready to take on rhyme at their level. They then fall back on guessing and making things up. The problem here is doing activities that are too challenging. Try to avoid this randomness at all costs! It is a tricky habit to get out of. The biggest pitfall is children going a bit ‘random.’ For example, when you ask a child, ‘What is a rhyme of cat?’ They often say, ‘cheese,’ ‘dog’, ‘mouse’, or any other weird word association answers. There are a few pitfalls to try to avoid, but if you go through these steps then they will at least be minimized. I have broken them down into three stages – rhyming games for beginners, medium difficulty games, and then games to practise the skill when they’ve learned how to do it. Right, let’s take a look at the games themselves.
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