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EDLA204: ASSESSMENT 1-
Planning for Literacy Learning using Multimodal Resources




Lesson Topic/Focus- RHYMING WORDS
Aspect of literacy- READING, SPEAKING AND LISTENING
Grade(s)- grade 1 and 2.
VELS Domain- ENGLISH
VELS level- Level 2
VELS Relevance- Students read independently and are able to listen to and produce spoken
texts that deal with familiar ideas and information. They contribute to group activities by
making relevant comments and asking clarifying questions to facilitate communication.
Students are able to recall main ideas and information presented after listening to short live
or recorded presentations. They listen to others and respond appropriately to what has been
said.

Learning Outcome(s)/Standard(s):
Students will be able to:
recognize words that rhyme, by hearing or listening to them.
understand what a rhyming word is.
have a wider vocabulary of rhyming words.

Assessment Criteria:
Whole group:
Assess worksheets to see if they have recognized the words they heard that rhymed.
Annotate students thoughts about rhyming words on butcher paper during lesson
conclusion.
Focus group:
Take notes in regards to which words/concepts students are struggling with.

Background to the pupils learning:
I would ask the students what they know about rhyming words during brainstorming session
at the beginning of the lesson.

Teaching strategies:
Think pair share- students think about what they have done, get into pairs and then
share their ideas.
Asking lots of questions such as :
Which of these words rhyme? Hat, Mat, Mop
Isolating the rime in rhyming words.


Lesson Resources: (all explained in the appendix)
PART A: Teaching Plan

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Butcher paper and textas for brainstorming.
Interactive whiteboard with internet access to:
Show YouTube clip The Rhyme Song Book.
Play Word Rhyme game.
Computer/laptop with internet access (about 6-7) to enable access to Glogster
website.
Boo the goose worksheet.
Picture Rhyming bingo game for focus group (about 6 students).

Content of Lesson:
A. Introduction 10 minutes
Ask students questions about what rhyming is and what rhyming words are, while taking
notes on butcher paper. Discuss as a class and challenge any misconceptions by asking lots
of questions. To get the students excited about the lesson watch YouTube clip The Rhyme
Song Book on the interactive whiteboard.

B. Lesson Body 40 minutes
Whole group:
Students will be given a BOO to a goose worksheet.
Students must listen to story being read on Glogster and are instructed to colour in
the words on their worksheets that rhyme with each other.
Once completed students can use the think-pair-share method to discuss their
results.
Focus group: for students having trouble with identifying rhyming words or are unaware of
what rhyming words are.
Play picture rhyming bingo, making sure to isolate the rime in rhyming words.
Get students to think about any other words that could rhyme with other one
another.

Extension for early finishers-
Explore links on Glogster page.
Read books containing rhymes at students reading level.

D. Lesson conclusion 10 minutes
Whole group reflection where students discuss what they learnt today, adding all new found
knowledge to original brainstorming. If time, using interactive whiteboard play the word
rhyme game as a class.










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I decided to start the lesson with a brainstorming session to make me more aware of
what the students prior knowledge, as building upon prior knowledge is a very important
part of teaching and learning (McDaniel, 2009) and without prior knowledge children are
not likely to really learn a lesson or retain what is being learnt. I thought I would show the
YouTube video The Rhyme Song Book to get the students used to listening to and trying to
recognise rhyming words. I also wanted to get the students excited about the lesson, as
Luck, Sonnenberg and Geyer (2001) explained, if a teacher skilfully uses songs and rhymes
the pupils usually are highly motivated (p. 2). Also as stated in the Victorian Curriculum and
Assessment Authority (2009), students are able to recall some of the main ideas and
information presented after listening to short recorded presentations.
For the whole group I decided to use Glogster as I figured it would be a good tool to use
as children can listen to Boo the goose as many times necessary at their own pace. I chose
this book for the students to listen to on Glogster because it is a book that is quite repetitive
and as predictable or patterned books and alphabet books are the types of books most
likely to engage young children (Centre for Community Child Health, 2008, p. 3) I figured it
would be a good book that engaged the students. I also found most of the rhyming words
were fairly simple and common. E.g. pig/wig, snake/awake, snails/pails, whale/pale. I got the
students to use the think-pair-share method because use of this method enables peer
assisted learning to occur, which encourages social interaction , as peers help each other to
learn (Krause, Bochner, Duchesne, & McMaugh, 2010).
The rhyming bingo game was used for the focus group as it enabled me to spend more
time with the students helping them develop phonological awareness by listening and
joining me in isolating the rime in rhyming words so they are able to hear and recognise the
part of the words that is making the two words rhyme. The reason I chose a rhyming bingo
game that contained pictures and writing was because I wanted the students to mainly focus
on the sound as, rhyme identification can be taught and assessed orally (Fellowes and
Oakley, 2010, p. 191). As Adams, Foorman, Lundberg and Beeler (1998) have pointed out, it
is a challenge to find ways to get children to notice the phonemes, to discover their
FOCUS AREA
1.5: This
comment
demonstrates
that I have
differentiated
learning to
meet the needs
of students
across the full
range of
abilities.
PART B: Rationale for your plan

FOCUS AREA 1.1
and 1.2:
These comments
show that I have
an
understanding of
how students
learn and how
this research has
implicated my
teaching of the
lesson. It also
demonstrates
student
characteristics
and how these
may affect
learning.

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existence and separability and that many activities involving rhyme, rhythm, listeningare
ideally suited for this purpose.
The students who are early finishers are able to further explore the Glogster website by
clicking onto the movie or game links or they can choose to read rhyming books and trying
to identify the rhyming words within.
I have concluded the lesson with a whole group reflection and a game, as I think it is
always important to summarise a lesson by getting the students to reflect on their learning.
The game is used so I am able to assess whether the students have learnt more throughout
the lesson.
The reason I elected to use a great deal of technology within my lesson was because
according to Smart Classrooms (2012) by using educational games or activities students
believe that they are playing a fun, interactive game, when in fact they are actually learning
important educational concepts that will help them in the future. The use of technology can
also help the students to show an increased interest in learning and education.

























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I found after receiving feedback from my original Glogster website during our tutorial
I realized the content I was adding was not really educational, and therefore, pointless. I
received helpful feedback such as, the font being used may be hard for the students to
understand. This is something I initially overlooked as I am used to seeing and reading
numerous texts or fonts, whereas I need to be aware in the earlier years it is important to
use font the students are familiar with, like the Victorian Modern Cursive text. For this
assessment I made sure the Glogster website I created this time would be more effective.
Ive made sure all the information used is in big and bold font making the site easy to
function for my targeted audience. I think this is a good resource to use with planning
literacy lessons as it is not only a fun way for the children to learn, but it is a great interactive
resource that students will be able to access outside of school.
Through the Reading and Learning Federation Objects online forum I was able to
discover a whole new range of valuable literacy learning objects. I was able to see numerous
resources that I will be able to use for the teaching of literacy in my primary school. I found
reading what other students had also researched interesting and many times I clicked onto
the links they provided to see whether it was something I might use for future teaching. I
think when using these resources it is very important to purposefully select the activities
with a specific purpose and for a specific audience, otherwise this could make the activity
pointless.
By doing this assessment I have discovered that planning for literacy learning using
multimodal resources is important as it is good for students to learn in different ways using
different resources. Within todays world the focus on information computer technology is
becoming more and more incorporated in primary school classrooms, and as a teacher it is
good to use this to my advantage. I believe using these resources can help individualize
teaching, as they enable me to record my voice, or find a resource that enables the students
to hear sounds that we as a class are focusing on.

PART C: Reflection on your learning
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References
Adams, J., Foorman, B., Lundberg, I., & Beeler, T. (1998). Phonemic Awareness in Young
Children. American Educator, Spring/Summer. Retrieved from
http://www.ldonline.org/article/408/.

Centre for Community Child Health (2008). Literacy in Early childhood. Policy brief:
translating early childhood research evidence to inform policy and practice, Policy
Brief No 13, 1-4. Retrieved from
http://www.rch.org.au/emplibrary/ccch/PB13_Literacy_EarlyChildhood.pdf

Fellowes, J. & Oakley, G. (2010). Language, literacy and early childhood education. South
Melbourne: Oxford University Press.

Krause, K., Bochner, S., Duchesne, S. & McMaugh, A. (2010). Educational psychology for
learning & teaching. (3rd ed.). South Melbourne: Cenage.

Luck, S., Sonnenberg, N., & Geyer, V. (2001). Songs and Rhymes in Teaching English at
primary School: Ways and Means of Teaching Young Learners Listening and Speaking
Skills. Retrieved from http://www.grin.com/en/e-book/106150/songs-and-rhymes-
in-teaching-english-at-primary-schools#inside

McDaniel, Robin. (2009, September 18). Prior Knowledge and Learning: The Importance of
Building Upon Previous Knowledge Stores. Retrieved April 3, 2012, from http://robin-
mcdaniel.suite101.com/prior-knowledge-and-teaching-a149783
Smart Classrooms. (2012). Benefits of Including Computer Use and Computer Games in a
Primary School Classroom. Retrieved April 3, 2012, from http://www.c-
smart.org/benefits-of-including-computer-use-and-computer-games-in-a-primary-
school-classroom.htm.

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Victorian Curriculum and Assessment Authority. (2009, September 11). English. Retrieved
April 2, 2012, from http://vels.vcaa.vic.edu.au/vels/english.html.






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APPENDIX









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Rhyming Bingo Game













The rhyming bingo game is similar to
normal bingo where everyone has a bingo
sheet. The teacher has a main card e.g.
bow. The students need to then look at
their board and see if any of their words
rhyme with bow. If they find the rhyming
word (there can be two different answers)
they then flip their card over (as seen
above) to show the black and white
picture that matches the teachers card. To
the left the completed bingo card is
shown.
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WORD RHYME Game




This word rhyme game is set up like a normal board game where the player clicks GO then
the game piece is moved to a place on the board and a question is asked to the player what
word rhymes with lip? It is then up to the player to pick the word that rhymes with lip,
which in this case is zip, allowing the student to move further through the board.



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BOO the Goose Worksheet

















Boo to a goose worksheet is designed to be enlarged by teacher so students are able to read
the words much clearer. This activity involves students using the Glogster website to listen
to the sound recording of the book and colour in the words that the students believe to be
rhyme words. By using this in conjunction with Glogster website enables students to play,
replay or pause the recording as many times as possible.





Id dance with a pig in a shiny green wig
But I wouldnt say, BOO! to a goose.
Id ride on a roo to Kalamazoo
But I wouldnt say, BOO! to a goose.
Id dive from a mountain right into a fountain
But I wouldnt say, BOO! to a goose.
Id play with a snake if I found one awake
But I wouldnt say, BOO! to a goose.
Id gobble up snails from smelly grey pails
But I wouldnt say, BOO! to a goose.
Id take a long walk from here to New York
But I wouldnt say, BOO! to a goose.
Id swim with a whale without going pale
But I wouldnt say, BOO! to a goose.
Id feed my pyjamas to giant piranhas
But I wouldnt say, BOO! to a goose.
Id walk down the street with balloons on my feet
But I wouldnt say, BOO! to a goose.
Id dye my hair yellow and make Nan bellow
But I wouldnt say, BOO! to a goose.
Id walk on my knees past a hive full of bees
But I wouldnt say, BOO! to a goose.
Id eat all the butter from here to Calcutta
But I wouldnt say, BOO! to a goose.
Id skip across town with my pants hanging down
But I wouldnt say, BOO! to a goose.
Id do all these things quite bravely- youd see!
But I wouldnt say, BOO! to a goose or three
Because.. A goose once said BOO! to me!




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Glogster website

The Glogster website includes pictures and a recording of the book that the students are
able to click onto and play, pause and re-play. Also includes some rhyming videos including
rhyme time for children and word rhyme uploaded from YouTube, as well as a link for
students to play word rhyme game. Further down in the page (not shown) there is also a
small list of rhyming words.









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Appendix References

Cookie. (2012). Word rhyme. Retrieved April 2, 2012 from
http://www.cookie.com/kids/games/word-rhyme.html.

Fox, M. (1996). Boo to a goose. New South Wales: Hodder Headline Australia Pty Limited.

Gbutkus. (2009, May 4). The Rhyme Song Book - Classroom Book Project. Retrieved March
31, 2012, from http://www.youtube.com/watch?v=qHoD9Uj4X0U.

MsCeile4Kids. (2011, April 1). Rhyme Time for children! Retrieved April 1, 2012, from
http://www.youtube.com/watch?v=WbHkCGLZdxU&feature=related.