Vignettes: Early Years - The Rap Party: Foundations

From Term 1 2017, Victorian government and Catholic schools will use the new Victorian Curriculum F-10. Curriculum related information is currently being reviewed and may be subject to change.

For more information on the curriculum, see:
The Victorian Curriculum F–10 - VCAA

Principle 4 | Components Unpacked | Theory Snapshot | Guiding Questions | You Could Try This | Vignettes | Reflection | Want To Know More?

Vignettes: Early Years - "The Rap Party: Foundations"

Back to Principle 4 - Early Years

Example

The Rap Party: Foundations

Andrew teaches a Year 2/3 class. Most of the students are capable readers who effectively decode words, read for meaning and possess strong word recognition skills. He notices however that their oral reading can be stilted. Andrew wants to help the students develop more rhythm and fluency when reading. He selects The Rap Party as a text for Guided Reading. He knows the children like rap music and feels confident they will enjoy the book as it includes a variety of passages with statements, talking, and a ‘song’; all of which need to be read with appropriate phrasing and rhythm.

When introducing the book, Andrew presents the cover - asking students their opinions on where the story is set, the characters, and reason for the title. He consciously introduces and reinforces some of the vocabulary the students will encounter in the story –eg elderly, retirement, special care, and rap. The children are encouraged to share their knowledge and experiences regarding retirement, rap, and wheelchairs.

The children read pages 2-5 independently with Andrew checking each student’s word attack skills and fluency. The students confirm some of their predictions regarding the initial discussions from the cover and role-play the phone call in the book. Andrew uses a range of questions to stimulate the children’s thinking; ‘How can you talk with other phone calls?’ ‘What might you say if…?’ ‘Why would you…’ ‘Who will...’ The students share examples from their own experience and how they think they could respond. Andrew writes a selection of the responses on the whiteboard and ensures all responses are valued. The students experiment with phrasing and fluency; and have animated discussions about what they think sounds best. Andrew provides the vocabulary for the concepts – expression, phrasing, rhythm, fluency. He challenges the students to think about these as they continue reading. As they students read on, Andrew monitors fluency, phrasing and expression. He also observes how the students tackle the rap and gives explicit feedback.

Spontaneous discussion follows regarding how the song could be effectively read/sung and the difference from regular text.

The children suggest developing their own rap song to perform for the class.