At Green Lane, We believe that the teaching of nursery rhymes and immersion in an environment where nursery rhymes are valued, is vital in providing quality early literacy experiences for our children and promoting a love of language and literature. As our children learn and recite nursery rhymes, they are learning new vocabulary, developing their awareness of rhythm and rhyme and internalising linguistic structures as well as playing with pitch, volume and voice inflection in enjoyable, developmentally appropriate ways. We aim for our children to learn the importance of sequencing as they explore the patterns in rhymes which will feed into them being able to identify the beginning, middle and end of a story.
Learning nursery rhymes supports our children’s physical development as they learn to manipulate their mouth and tongue muscles to make the different sounds in the rhyme, as well as developing their gross motor skills through joining in with the actions. Both are crucial for reading and writing.
In Reception, our children move on to performing the rhymes they have learnt for their peers, which develops self-confidence and our curriculum driver, Communication, as our children learn how to present their learning to an audience. Nursery rhymes are also shared with our families as an enjoyable, accessible activity that promotes good literacy.
For these reasons, we have developed our Nursery Rhyme Spine, which ensures that our children learn a wide variety of rhymes, through a carefully thought out progression, during their Nursery and Reception years, with many opportunities to practise and revisit previously learnt rhymes.
Our reading spine incorporates our core quality texts that are shared and revisited with our children throughout the year in each year group. This may be during whole class reading time or as part of longer units of work. These texts have been carefully selected to represent a diverse range of authors and characters and to expose our children to Lemov's five key text types: archaic, narratively complex, non-linear, symbolic/complexity of plot and resistant which are crucial to building knowledge as a developing reader. Through discussion of their rich vocabulary and powerful themes, we aim to develop our children's language and comprehension whilst instilling a love of reading through repeated opportunities to read them for pleasure.
Our Reception and Key Stage One assemblies are based upon key rhymes and texts that have been selected to: