Room 16, has been exploring the rich language of Nursery Rhymes and Poems.
Students have always enjoyed reciting and singing along to nursery rhymes. In class we have taken them a little further and looked at the language in some of the old favourites. Activities include unpacking words like, muffet, fiddle, struck, and spout. We concentrated on words that we may not have heard of before. Hearing the students' ideas on what some of these words might mean has been interesting and has encouraged excellent oral language, questions and conversations.
A tuffet is a small grass set on the ground - Hugo
Why would Little Bo Peep leave her sheep? - Brodie
Nursery rhymes usually use rhythm and provide students with opportunities to practise pitch, volume, and tones of voice. Nursery rhymes are usually brief and easy to remember. Students have gained confidence reciting their poems and nursery rhymes as part of the classroom programme.
In class students have started to understand stories have a structure and learn how to follow along by recognising that the rhymes have a beginning, a middle and an end.. The use of alliteration, onomatopoeia, and innovative language are all introduced in nursery rhymes. When students hear these rhymes, they mimic the actions they think the characters are doing. Making puppets and using them on our puppet stage, has been a particular highlight for us.
Room 16 recites our weekly poem every day. The poem book is sent home every Friday so students can share their poems with their whānau. There is a special poem celebration every Friday where we complete a craft based activity to go with the poem of the week. We have made puppets, puffy fish, spiders, and sheep.
I want to read them again at home. - Van
I really like my poem book. Look at all these poems I have read - Bonnie
Miss McKinnon, can I take this home? - Rheon
Keywords: poems, nursery rhymes, oral language