Bee bee bumble bee - experience plan

This experience encourages children to explore different sounds (specifically the initial sounds of their names) through song.

This experience should be differentiated depending on the individual child/group level.

This learning experience plan relates to:

• emergent literacy
• language and emergent literacy learner (36-60 months)
• learning foci: phonological awareness; phonics
• teaching practice: performing arts.

Collect information

• What information has been gathered as evidence to inform this experience?

Links to VEYLDF

• Victorian Early Years Learning and Development Framework (VEYLDF, 2016)

Outcome 5: communication

Children interact verbally and non-verbally with others for a range of purposes

• Children engage in enjoyable reciprocal interactions using verbal and nonverbal language
• Children use language and representations from play, music and art to share and project meaning

Children engage with a range of texts and get meaning from these texts

• Children listen and respond to sounds and patterns in speech, stories and rhymes in context
• Children sing chant rhymes, jingles and songs
• Children begin to understand key literacy and numeracy concepts and processes, such as the sounds of language, letter-sound relationships, concepts of print and the ways that texts are structured.

Victorian curriculum levels F-2: literature

• Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures.

Learning intentions

• For children to respond through singing.
• For children to identify initial sounds in their names.
• For children to take turns.

Assessment of learning

Learning is demonstrated when children:

• sing their responses
• tell Bee bee the first sound in their name
• wait for their turn (or support others).

Resources

• Puppet or bee soft toy for children to hold when it is their turn.

Group size

Whole group (if appropriate) or small group (2-5 children).

Differentiation

Differentiation should be based on prior assessment of the child/children’s communication skills. Examples of differentiation:

• children can say their name and the educator can make the initial sound.

Experience process

1. Introduce the children to Bee bee bumble bee. Sing the song: “Bee bee bumble bee, can you sing your name to me? Bee bee is asking for my name.” Model, “my name is…”
2. Pretend the bee whispers something in your ear, share with the children, “Bee bee wants to know what sound my name starts with…” make the sound of the first sound in your name. (for example my name is Ruby, it starts with /r/).
3. Pass Bee bee around the circle singing the song each time: “Bee bee bumble bee, can you sing your name to me?”
4. Support children to respond by singing; other children may also be able to help with the initial sounds of their friends’ names.

Going Further

• Once children are comfortable passing the Bee, they could throw it to each other and use the first sound of the child’s name they are throwing it to.

Reflect and review

Reflective questions for educators may include:

• what learning has occurred? How do you know?
• what have you realised about the child’s interests, knowledge, and capabilities?
• in discussion with colleagues, what would you plan next to consolidate or extend children’s learning?

Related learning experience plans

• The sounds in my name
• Over in the meadow
• Hop on pop
• Music tree
• Hello song