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Alliteration Side Show Alley
F 1 2 3 4 5 6 Pre & Primary Essentials Resources Phonic & Word Knowledge Examining Literature Creating Literature Engaging With & Responding to Literature 1 Page

Alliteration Side Show Alley

This colourful side show alley themed poster has been designed to illustrate the meaning of alliteration and provide simple examples. 

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Learning goals

  • We are learning to listen for rhyme, letter patterns, syllables and sounds (phonemes) in spoken words (phonological awareness).
  • We are learning to listen for rhyme, letter patterns, syllables and sounds in words.
  • We are learning to listen to, discuss and explore sound patterns, e.g. alliteration and rhyme, in poems, chants, rhymes and songs.
  • We are learning to recite and perform poems, chants, rhymes and songs and explore sound patterns, e.g. alliteration, rhyme.
  • We are learning to identify the effect of imagery in texts when reading aloud, e.g. the use of nature in haiku poems and language devices such as rhythm and onomatopoeia to add momentum to poetry.
  • We are learning to identify the effect of imagery in texts when reading aloud, e.g. the use of nature in haiku poems, and language devices such as rhythm and onomatopoeia to add momentum to poetry.
  • We are learning to analyse and evaluate similarities and differences in texts on similar topics, themes or plots.
  • We are learning to identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts.
  • We are learning to identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse.
  • We are learning to identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse.
  • We are learning to create and edit texts by adapting storylines, characters and settings and experimenting with figurative language.
  • We are learning to experiment with text structures and language features and their effects in creating texts, for example using imagery, sentence variation, metaphor and word choice.

Curriculum alignment

AC9EFLY09 9 Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (phonological awareness) AC9E6LE04 9 Explain the way authors use sound and imagery to create meaning and effect in poetry AC9E1LE04 9 Listen to and discuss poems, chants, rhymes and songs, and imitate and invent sound patterns including alliteration and rhyme AC9E6LE05 9 Create and edit literary texts that adapt plot structure, characters, settings and/or ideas from texts students have experienced, and experiment with literary devices AC9E6LE02 9 Identify similarities and differences in literary texts on similar topics, themes or plots AC9E3LE04 9 Discuss the effects of some literary devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose ACELT1600 8.4

Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose

 ACELA1439 8.4 Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words ACELT1585 8.4 Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme ACELT1800 8.4 Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice ACELT1617 8.4 Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse ACELT1615 8.4 Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts
EN1-6B old Recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts EN3-6B old Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies EN3-7C old Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts EN3-2A old Composes, edits and presents well-structured and coherent texts EN2-8B old Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter ENe-4A old Demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies EN3-HANDW-01 new Sustains a legible, fluent and automatic handwriting style EN3-SPELL-01 new Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words EN3-CWT-01 new Plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language EN3-VOCAB-01 new Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts ENE-PHOAW-01 new Identifies, blends, segments and manipulates phonological units in spoken words as a strategy for reading and creating texts EN3-OLC-01 new Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding EN2-UARL-01 new Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts EN2-RECOM-01 new Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension EN3-HANDW-02 new Selects digital technologies to suit audience and purpose to create texts EN2-VOCAB-01 new Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words EN2-OLC-01 new Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting EN3-UARL-01 new Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts EN3-UARL-02 new Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts EN1-OLC-01 new Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions EN1-VOCAB-01 new Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas EN1-UARL-01 new Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose
VCELT254 Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose VCELT341 Analyse and evaluate similarities and differences in texts on similar topics, themes or plots VCELT209 Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme VCELT355 Experiment with text structures and language features and their effects in creating literary texts VCELT356 Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways VCELT344 Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse VCELA168 Identify rhyming words, alliteration patterns, syllables and some sounds (phonemes) in spoken words VCELT342 Identify and explain how choices in language, including modality, emphasis, repetition and metaphor, influence personal response to different texts

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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