7 (A) Poetry

Reading/ Comprehension of Literary Text/ Poetry Students understand,  make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understandings.
K	1	2	3	4	5
7(a) respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds.	8(A) respond to and use rhythm, rhyme and alliteration in poetry	7(A) describe how rhyme, rhythm and repetition interact to create images in poetry	6(A) describe the characteristics of various forms of poetry and how they create imagery (e.g. narrative poetry, lyrical poetry, humorous poetry, free verse)	4(A) explain how the structural elements of poetry (e.g. rhyme, meter, stanza, line breaks) relate to form	4(A) analyze how poets use sound effects (e.g. alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems.
Describe how rhyme, rhythm and repetition interact to create imagery

• rhyme - ``while'' is a rhyme for ``mile''
• alliteration - the repetition of the same sounds at the beginning of two or more adjacent words or stressed syllables
• rhythm- the arrangement of words into a more or less regular sequence of stressed and unstressed or long and short syllables

• Lucy Calkins:  Book #7 Poetry: Powerful Thoughts in Tiny Packages

Rhyme:

• Linda Hoyt - Interactive Read-Alouds:
• Vocabulary/Literary Language Rhyme pg. 169 - using Noisy Nora by: Rosemary Wells
• Vocabulary/Literacy Language Rhyme (Interpret) pg. 173 - using Brown Bear, Brown Bear, What Do You See? by Bill Martin

Alliteration

• Interactive Read-Alouds by Linda Hoyt: Vocabulary/Literary Language  Alliteration pg. 165
• Using Chicken Little by Steven Kellogg
• Poem pg. 167 - Pumpkin
• Readers Theather pg. 168 - "Bubbles"

Popular Tongue Twisters

Peter Piper picked a peck of pickled peppers.
Did Peter Piper pick a peck of pickled peppers?
If Peter Piper Picked a peck of pickled peppers,
Where's the peck of pickled peppers Peter Piper picked?
She sells seashells by the seashore.
The shells she sells are surely seashells.
So if she sells shells on the seashore,
I'm sure she sells seashore shells.
Red lorry, yellow lorry.
Which wristwatches are Swiss wristwatches?
How much wood would a woodchuck chuck
If a woodchuck could chuck wood?
He would chuck, he would, as much as he could,
And chuck as much as a woodchuck would
If a woodchuck could chuck wood.

• lesson.htmlhttp://www.hannibal.k12.mo.us/Curriculum/CommunicationArts/FirstGrade/1ca2/2.9%20Tongue%20Twisters.htm

Anchor Chart for Alliteration

• Great books to read for Alliteration:

                                                                                       Shel Silverstein poems

• After reading If You Were Alliteration brainstorm a giant list of animals and then I have each student choose an animal to write about in an alliterative sentence.  The sentence could be silly or serious. 

• Make two word alliteration sentences using nouns & verbs.  This is a great way to assess  kids understanding of action words. When one kiddo can't figure out the perfect verb to go with his/her name, he/she gets to call on a friend for help.  This is such a FUN activity!!!!
• Then they get to follow up with a little writing activity.

•  Follow it up with something similar the next day.  Instead of alliterations using nouns & verbs, use nouns & adjectives!  This was A LOT harder!!!  It takes lots of little minds working together to come up with words to describe themselves…especially words that have to start with the same initial sound as their first names!!!

 

• Have students write an alliteration sentence about a friend!    They can say silly things about their buddies. Teacher choses partners so that the kids aren’t fighting over each other. 

Rhythm:

http://mrsfaasfirstgrade.blogspot.com/2011/04/rhythm-lesson.htmlhttp://www.hannibal.k12.mo.us/Curriculum/CommunicationArts/FirstGrade/1ca2/2.9%20Tongue%20Twisters.htm

3rd 9 Weeks @ a Glance

	1	2	3	4	5	6	7	8	9
Fig.19(D)  inference	x	x	x	x					Review all TEKS as need for your class
5(A) common prefixes/suffixes		x
5(B) context clues	x			x	x
14(B) locate facts that are clearly stated			x	x	x		x
14 (C) describe order of events			x				x
14(D) text features				x		x
14(A) main idea and distinguish it from the topic					x		x	x
Fig.19(E)  retell events in logical order						x		x

Supporting Standard - 2(C) decode words using spelling patterns

Students use the relationship between letters and sounds, spelling patterns, and morphological analysis to decode written English.
K	1	2	3	4	5
3(C) recognized that new words are created when letters are changed, added or deleted	3(D) decode words with common spelling patterns      (-ink, -onk, -ick)	2(C) decode words by applying knowledge of common spelling patterns ( -ight, -ant)	1(C) decode words by applying knowledge of common spelling patterns ( -eigh,         -ought)
Decode words by applying knowledge of common spelling patterns

Activities:

• Word Study Cycle presented by the district coaches in 2011
1. Introduce the spelling pattern by choosing words for the students to sort
• Fits my pattern
• study the pattern
• create an anchor chart
• brainstorm other words that have the same pattern
2. Encourage students to discover the pattern in their reading and writing
• word hunts - add to a list by looking in texts
• generalize the pattern to new words - introduce words that may be unfamiliar or contain more syllables  (ight - delight, mighty, delightful, brightness)
• making words
• word sorts - sort the pattern words by 1-syllable/2-syllable, nouns/verbs/adjectives, initial sounds/ending sounds, real words/nonsense words
• base words/endings
3. Use reinfrocement activities to help the student to relate this pattern to previously acquired word knowledge
• choice board activities
• anchor stations
• Guess the covered words
• If you can spell
• stretching and writing
• what looks right
4. Teachers assess students' pattern knowledge authentically

• Month by Month Phonics
• Poetry Books by Tim Rasinski

Common Themes in Fiction

As a group, we discussed using these posters for anchor charts.  We felt that the discussion of themes and sorting our read alouds by theme (the read alouds you already do...don't go hunting for anything special)should be modeled through think alouds.   This will prepare them for the next year :)



This is a teacher's site, Beth Newington.  Once you follow the link, you will scroll down to Reading Workshop.  In that menu of choices click on Theme Study and Posters.

http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/

This is an example of the theme posters and how she uses them

If you have time to shop around, she has many other great ideas and resources.


Here are a few anchor charts we have used in the upper grades if it helps guide how you discuss theme.

Just a look forward....
(they have plenty of time to master this skill, just model it through think alouds this year)


One of  the 4th grade released sample questions:

Both the poem and the selection express the imortance of -
                a) thinking a out others
                b) making new friends
                c) being accepting of others
                d) overcoming challenges

One of the 3rd grade released sample questions:

What is the main message in the poem:
                a) It is important for owners to train their pets
                b) it is difficult to care for some pets
                c) dogs and people are very different
                d) pets and their owners can make each other happy

4(B) Context Clues - week 11

Reading/ Vocabulary Development Students understand new vocabulary and use it when reading and writing
K	1	2	3	4	5
	6(c) determine what words mean from how they are used in a sentence, either heard or read	5(B) use context to determine the relevant meaning of unfamiliar words or multiple meaning words	4(B) use context to determine relative meaning of unfamiliar words or distinguish among multiple meaning words and homographs	2(B) use the context of the sentence (e.g. in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words	2(B) use context (in-sentence restatement) to determine or clarify the meaning of any unfamiliar or multiple meaning words
Use the context of a sentence to determine the meaning of unfamiliar words Use the context of a sentence to determine the meaning of multiple meaning words

Activities:
Use the K/1 Linda Hoyt - Vocabulary page 151 - using Owen by Kevin Henkes
Use the K/1 Linda Hoyt - Context Clues page 155 - using Where The Wild Things Are by Maurice Sendak

Comprehension Tool Kit - Book 4 - Lesson 12 - Infer Meaning

Anchor Activities:




Possible Test Questions: