Poetry

English Year 1 Autumn Rhyming and Patterns

Poems with repeating patterns and rhymes

Pattern and rhyme help children memorise and write poetry. Develop comprehension skills and rehearse end of sentence punctuation and present and past tense verbs.

We recommend that you start with the core unit, the heart of this English block of study. This introduces key textual material and sets the tone for any further units you wish to teach. These can be selected on the basis of the needs of your class – look at the green icons to identify the unit’s particular focus: SPAG, Composition or Comprehension. Whichever units you choose, we suggest teaching them in order, as there is a built-in progression indicated by the numbering.

‘UNIT PLAN’ gives you a text version of all parts of the unit to use in your school planning documentation. ‘DOWNLOAD ALL FILES’ gives you that unit plan plus all of the associated documents.

Core
Unit 1 Core: Read, enjoy and compare poems with pattern and rhyme
(suggested as 4 days)

Objectives

Spoken Language
-- Listen/respond appropriately.
-- Maintain attention/participate actively in collaborative conversations.
-- Use spoken language to develop understanding through exploring ideas.
-- Speak audibly and fluently.
-- Use relevant strategies to build vocabulary.

Word Reading
-- Apply phonic knowledge to decode words. Read common exception words. Read aloud accurately poems consistent with phonic knowledge.
-- Read accurately by blending sounds.
-- Re-read to build fluency.

Comprehension
-- Listen to and discuss range of poems.
-- Participate in discussion about what is read to them.

 


-- Listen and discuss a wide range of poems.
-- Learn to appreciate rhymes and recite some by heart.

Transcription
-- Use letter names to distinguish between alternative spellings for the same sound.
-- Apply simple spelling rules.
-- Spell words containing the phonemes already taught.

Composition
-- Say out loud what they are going to write about.
-- Re-read what they have written to check for sense.
-- Read aloud their writing.

Grammar
None for this unit

You Will Need

Poems
All in resources
Old Mother Hubbard
Pat a Cake, Pat a Cake
Two Little Dickie Birds
Pussy Cat, Pussy Cat
Teddy Bear, Teddy Bear
Skipping Rhymes
A Sailor Went to Sea

Teaching and Activities

Day 1 Teaching
Read Old Mother Hubbard, Pat a Cake, Pat a Cake and Two Little Dickie Birds. Discuss the steady rhythm and rhyme. Explore some traditional rhymes from around the world.
Activity
In pairs children read a selection of rhymes from the Rhymes to Read. They pick a favourite and give reasons for their choice.

Day 2 Teaching
Read Pussy Cat, Pussy Cat and point out the rhyming words. Create a list of rhyming word pairs and discuss how these could be used to make new lines for the poem e.g. Pussy cat, pussy cat where are you now? I’ve been to York to visit a cow.
Activity
In pairs children change words to create their own versions of Pussy Cat, Pussy Cat by using the rhyming words from the main session. Some children change just the first two lines and some children use their own rhyming words.

Day 3 Teaching
Discuss skipping rhymes and any that the children know. Introduce Teddy Bear, Teddy Bear and talk about the rhyming and rhythm of the poem.
Activity
Children have copies of the Skipping Rhymes. They read rhymes together and discuss the rhythm and rhyming structure. They then learn a rhyme by heart and perform it on the playground with a skipping rope.

Day 4 Teaching
Discuss clapping rhymes and the similarities with rhyme and rhythm to skipping rhymes. Look at A Sailor Went to Sea and the video of children performing this. Look at how they have changed it to make a new rhyme.
Activity
Children work in pairs to create a new clapping/skipping rhyme by changing the person in the rhyme and what they do. Some children just change the person and some children change the rhyming structure too.

SPAG
Unit 2 SPaG: Identify verbs in present and past tenses adding suffixes
(suggested as 3 days)

Objectives

Spoken Language
-- Participate in presentations and performances.

Word Reading
None for this unit

Comprehension
-- Listen to and discuss wide range of poems.
-- Learning to appreciate rhymes and poems and to recite some by heart.

Transcription
-- Use –ing and –ed endings.

 


-- Add prefixes and suffixes.

Composition
-- Compose a sentence orally before writing it.
-- Read aloud their writing.

Grammar
-- Learn the grammar for Year 1 – past and present tense.
-- Use capital letters and full stops.

You Will Need

Group Reader
Hickory Dickory Dock (see below)

Teaching and Activities

Day 1 Teaching
Read Hickory Dickory Dock. Model extending the poem again by keeping the main parts but changing the creature and the how they got up and down the clock.
Activity
In pairs children extend the poem choosing their own creatures and how they got up and down the clock. Some children create two new verses and some children work with an adult in a group to create a new verse.

Day 2 Teaching
Re-read Hickory Dickory Dock. Display the poem and discuss then highlight all the verbs. Children create their own verbs on mini-whiteboards to share.
Activity
Children have copies of Creature Verbs. They write different things the creatures could be doing underneath the pictures, e.g. Monkey swinging. Some children write just one verb. Some children write three verbs for each.

Day 3 Teaching
Look again at the verbs in the poem Hickory Dickory Dock. Discuss how the verbs change depending on the tense and they will either have an –ing ending or an –ed ending. Discuss spelling rules for each using the Patterns for –ing and –ed Endings sheet for help if needed.
Activity
Each pair has a set of the Regular Verb Cards, they pick a verb and generate –ing and –ed endings in the Verb Endings Recording Table. Some children have the Simple Regular Verb Cards.

Group Readers

Hickory Dickory Dock

This is an extended version of this classic poem with illustrations guaranteed to make us laugh. The simplified text makes this highly entertaining book a must for children just starting to read.

You can purchase printed copies of this Group Reader from Hamilton Education

Comprehension
Unit 3 Comprehension: Read and learn by heart poems, recite and evaluate poetry
(suggested as 4 days)

Objectives

Spoken Language
-- Speak audibly and fluently with increasing command of English.
-- Participate in discussions, presentations and performances.
-- Gain, maintain & monitor the interest of the listener.
-- Select appropriate register.
-- Use spoken language to develop understanding.
-- Articulate and justify answers and explanations.
-- Give well-structured explanations, including expressing feelings.

Word Reading
-- Apply phonic knowledge to decode words.
-- Read accurately by blending sounds in unfamiliar words.
-- Read common exception words.

 

Comprehension
-- Listen to and discuss a wide range of poems.
-- Participate in discussion about what is read.
-- Explain clearly their understanding of what is read.
-- Recognise and join in with predictable phrases.
-- Learn to appreciate rhymes and poems and recite some by heart.

Transcription
-- Begin to form lower-case letters in the correct direction.

Composition
None for this unit

Grammar
None for this unit

You Will Need

Poems
All in resources
Don’t care (anon)
Batman’s Exercise Video Ian McMillan
Twinkle Twinkle Little Star - extended version


Teaching and Activities

Day 1 Teaching
Read the poem Don’t Care. Discuss what makes this poem easy to learn. Read it again with children joining in for the parts they can remember.
Activity
Children write out the poem Don’t Care from their memory. They then practice reciting it in pairs.

Day 2 Teaching
Read Batman’s Exercise Video and encourage children to join in with the repetitive parts. Discuss the parts that make the poem effective.
Activity
Children have the Evaluation Form and a copy of Batman’s Exercise Video. First they read through the poem in pairs, then discuss and fill out the Evaluation Form. They then try and learn as much of the poem as they can.

Day 3 Teaching
Re-read Batman’s Exercise Video and discuss how it can be read effectively.
Activity
In small groups children practise performing the poem, concentrating on actions, attitude and repetition.

Day 4 Teaching
Read Twinkle Twinkle Little Star – extended version and discuss the features that might help them learn the poem. Ask them some comprehension questions and model how the answers can be found in the text.
Activity
Children have differentiated Twinkle Twinkle Little Star Comprehension Questions.

SPAG
Unit 4 SPaG: Identify and use full stops, question marks and exclamation marks
(suggested as 3 days)

Objectives

Spoken Language
-- Participate in collaborative conversations.
-- Ask relevant questions to extend understanding.

Word Reading
-- Apply phonic knowledge to decode words.
-- Read accurately by blending sounds in unfamiliar words.

Comprehension
None for this unit

 

Transcription
None for this unit

Composition
-- Say out loud what they are going to write about.
-- Compose a sentence orally before writing it.

Grammar
-- Begin to punctuate sentences using a capital letter, a full stop, a question mark or an exclamation mark.

You Will Need

Poems
All in resources
Where go the boats? by Robert Louis Stevenson
Five Little Senses All in a Row by Andrew Fusek Peters

Teaching and Activities

Day 1 Teaching
Read Where go the boats? or show the reading of the poem on YouTube, Discuss how it uses questions in the title and poem and draw out the use of question marks and question words.
Activity
Give pairs the Completed Paper Boat and tell them the only thing they will need to make it is one piece of paper. In pairs they discuss the questions they might need to ask in order to make the boat, e.g. What size paper do I need? How will I need to fold the paper? They write some of these down with appropriate punctuation. Some children work as a group with an adult as a scribe.

Day 2 Teaching
Re-read Where go the boats? Discuss how the poem answers the question in the title. Point out how the answers end with full stop, e.g. They go past the mill.
Activity
Children have the Questions and Answers differentiated sheets. They add the missing punctuation then answer questions and make up questions for answers. Some children just add the missing punctuation and some children just answer questions and make up questions to answers.

Day 3 Teaching
Read Five Little Senses All in a Row. Discuss the use of exclamation marks and how they change how the poem is read.
Activity
Children have the Exclamation or Statement differentiated sheet. In pairs they read through the question and think of different answers. They agree and write one, making sure they add either a full stop or an exclamation mark. Some children write two answers for each question, one ending in a full stop, and one ending in an exclamation mark.

Composition
Unit 5 Composition: Read and write short repetitive poems drawing on rhyming patterns
(suggested as 4 days)

Objectives

Spoken Language
-- Use spoken language to develop understanding.
-- Participate in discussions.

Word Reading
-- Apply phonic knowledge to decode words.

Comprehension
-- Listen to and discuss range of poems.
-- Participate in discussion.

Transcription
-- Begin to form lower-case letter in the correct direction.

 

Composition
-- Say out loud what they are going to write about.
-- Discuss what they have written with other pupils.
-- Compose a sentence orally.
-- Read aloud their writing.

Grammar
-- Begin to punctuate using a capital letter, full stop, exclamation or question mark.

You Will Need

Poems
Down behind the Dustbins by Michael Rosen (see resources)

Teaching and Activities

Day 1 Teaching
Read Down Behind the Dustbin and discuss the poem. Look at the features of the poem and highlight these on the enlarged copy.
Activity
In pairs children re-read the poem and then discuss and answer the differentiated Comprehension Questions. Some children answer more questions and some children discuss the questions in a small group with an adult.

Day 2 Teaching
Re-read Down Behind the Dustbin. Discuss how the name of the dog and the last line rhyme and how this changes each time a new dog is introduced. Brainstorm changing the name to Rob and creating a rhyming word list for this name.
Activity
Children use the Rhyming Planner and in pairs they think of new names and rhyming words to match this name. Some children work as a group to do this.

Day 3 Teaching
Discuss changing the poem to create a new verse. Think of changing the dog to another creature and what this might be. Call the creature Rob and discuss how to create a new last line that rhymes with Rob using the rhyming words from Day 2, e.g. Down behind the Dustbin/ I met a rat called Rob./What are you doing here? I said/ I’m cleaning up, it’s my job!
Activity
Children have the Poem Planner and their completed Rhyming Planner from Day 2. They create two new verses for the poem changing the creature, its name and why is behind the dustbin. Some children create three new verses and some children create a group verse.

Day 4 Teaching
Read through the class verse from Day 3 and discuss the layout, presentation and punctuation.
Activity
Children have their completed Poem Planner from Day 3. They read through and check their verses and then write them out in best.