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Hop on pop - experience plan

This book is funny and engaging for children, as well as filled with rhyme and repetition making it an effective platform for teaching specific phonological awareness skills.

This experience involves reading a classic book by Dr Seuss: Hop on Pop. This book is funny and engaging for children, as well as filled with rhyme and repetition making it an effective platform for teaching specific phonological awareness skills.

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

This learning experience plan relates to:

  • language and emergent literacy learners (30-60 months)
  • emergent literacy
  • learning focus: phonological awareness
  • teaching practice: reading with children.

Collect information

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

Outcome 5: communication

Children begin to understand how symbols and pattern systems work

  • Begin to recognise patterns and relationships and the connections between them

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

  • Listen and respond to sounds and patterns in speech, stories and rhymes in context
  • Actively use, engage with and share the enjoyment of language and texts in a range of ways

Victorian curriculum levels F-2: literature

  • Identify rhyming words, alliteration patterns, syllables and some sounds (phonemes) in spoken words.

Learning intentions

  • For children to identify rhyme.
  • For children to produce rhyming words.

Assessment of learning

Learning is demonstrated when children:

  • identify rhyming and non-rhyming words, for example. ‘hat’ and ‘sat’ rhyme and ‘we’ and ‘small’ do not rhyme.
  • generate rhyming words in response to questions for example. “What other words rhyme with fall?” - “mall, stall, call” and so on.


  • Hop on Pop book
  • whiteboard
  • coloured markers.

Text details: Hop on Pop by Dr Seuss

The text contains:

  • rhyming words: night/fight & house/mouse
  • word and phrase repetition: mouse, house, mouse on house
  • phrase and sentence patterns: day, play, we play all day
  • word families: pat, hat, sat.

Group size(s)

Individuals or small group (2-5 children).


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

  • for children who are competent with identifying and producing more complex rhyming words, extension could focus on segmenting words into onset and rime, for example. “T….ALL” and “J….IM”.
  • for children who are not yet able to generate and/or identify rhyming words, educators could focus on supporting children to produce rhyming words in sentence completion tasks, for example. “pat, cat, pat, sat on…(cat)” and point to picture of cat if required to further prompt the child.

Experience process

  1. Clearly articulate the learning intention:
    • introduce the book and explain that the focus will be on   rhyming words. For example: “We are going to read this book called Hop on Pop, do the words “hop” and “pop” sound the same?”
    • wait for children’s responses and follow on with an explanation of rhyme. 
  2. Read the Hop on Pop book with the children using the following strategies to promote rhyme awareness:
    • ask questions such as “what other words rhyme with….?” and “what are the words that rhyme here?” “Do these words rhyme (yes or no)?”
    • encourage the children to join in reading the story.
    • read the book using stress and intonation to emphasise the rhyme and patterns.
    • pause the reading to discuss how the words sound the same, for example. “hop and pop both have the ‘op’ sound at the end.” 
    • provide specific praise to build on children’s understanding of rhyme, for example. “Amy said that ‘see’ rhymes with ‘knee’, she’s right, they both have the ‘ee’ sound in them.”
  3. To consolidate and assess understanding, use the whiteboard to write down some of the words that rhymed in the book as well as the rhyming words that children generated throughout the reading. Discuss these words and encourage children to add to the lists as they wish.

Going further

This activity can be extended by making up poems, songs or chants focussing on rhyming words. For example, using the tune of “The Farmer in the Dell” the educator might sing the following:

“What rhymes with ‘pig’, what rhymes with ‘pig’? Ryan, Ryan, what rhymes with 'pig'?”


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?

Additional/alternate resources for this learning experience

  • Fox in Socks by Dr. Seuss
  • Hairy Maclary by Lynley Dodd
  • Pig the Pug by Aaron Blabey
  • The Very Noisy Bear by Nick Bland.