RIC-20229 Primary Grammar and Word Study Year 1 – Figures of Speech
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<strong>Figures</strong> <strong>of</strong> speech<br />
Alliteration<br />
Focus<br />
Alliteration<br />
Definition<br />
• Alliteration is the repetition <strong>of</strong> a sound at the<br />
beginning <strong>of</strong> words.<br />
Example:<br />
Ten tiny tadpoles talked to each other.<br />
Explanation<br />
• Alliteration occurs when the same sound or sound<br />
group is repeated at the commencement <strong>of</strong> two or<br />
more stressed syllables <strong>of</strong> a word group (usually the<br />
first sound in a word).<br />
• Activities using alliteration are <strong>of</strong>ten used when<br />
introducing initial sounds to young students.<br />
• Alliteration is <strong>of</strong>ten used in nursery rhymes <strong>and</strong><br />
poetry.<br />
Example:<br />
Baa baa black sheep ...<br />
• Alliteration can make rhymes, poems or songs<br />
easier to remember.<br />
• Alliteration is a useful writing tool to create special<br />
effects.<br />
Worksheet information<br />
• Read <strong>and</strong> discuss the explanation, give some<br />
examples <strong>and</strong> ask the students for some examples.<br />
• Read the text in Question 1 with the students,<br />
assisting with any unfamiliar vocabulary.<br />
• Using a coloured pencil, students underline any<br />
words beginning with ‘s’. Check answers before<br />
proceeding to Question 2. (Interesting ‘s’ words<br />
can be added to student dictionaries to use during<br />
writing activities.)<br />
• Look at <strong>and</strong> discuss each picture, highlighting<br />
any words which begin with ‘f’ <strong>and</strong> ‘h’. Assist with<br />
writing unfamiliar words.<br />
• Read <strong>and</strong> discuss the sentence beginnings in<br />
Question 3 <strong>and</strong> ask for suggestions for words to<br />
complete the sentences. Ensure that the students<br />
know which beginning sound they should be using.<br />
(Allow the students to colour the picture after<br />
completing the worksheet.)<br />
Ideas for further practice<br />
• Identify alliterative words in texts used during shared<br />
reading sessions.<br />
• Learn to say tongue twisters such as ‘Peter Piper<br />
picked a peck <strong>of</strong> pickled peppers’.<br />
• Select individual students to share their answers to<br />
Question 3 <strong>and</strong> any other interesting alliteration they<br />
create or encounter.<br />
Answers<br />
1. (a) Teacher check<br />
(b) On Saturday, the swirling sea swept six silly<br />
seals to the seashore. They sat on the s<strong>of</strong>t<br />
s<strong>and</strong>. Some were sad <strong>and</strong> some were sick.<br />
On Sunday, the Seal Search <strong>and</strong> Rescue Squad<br />
saved them <strong>and</strong> scurried them back out to sea.<br />
The seals swam safely out <strong>of</strong> sight.<br />
2.<strong>–</strong>3. Teacher check<br />
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<strong>Primary</strong> grammar <strong>and</strong> word study 76<br />
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