Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Grade 01 ELAR Unit 06A Exemplar Lesson 02: All about PoetryGrade 01 ELAR Unit 06A Exemplar Lesson 02: All about Poetry
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with
district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts
may modify the time frame to meet students’ needs. To better understand how your district is implementing CSCOPE lessons, please contact your child’steacher. (For your convenience, please find linked TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State
Adopted Instructional Materials.)
Lesson Organizer
Lesson Synopsis Students analyze, make inferences and draw conclusions about the structure and elements of poetry through
reading and writing. Students recognize rhyme, rhythm, and sensory details in a variety of poems. Students write
original poems containing sensory details and rhyming words. Word study focuses on applying common letter-sound
correspondences and syllabication patterns to decode words containing vowel digraphs and diphthongs.
Performance Indicators Grade 01 ELAR Unit 06A PI 01
Create a flip book to collect and maintain words that follow the spelling and syllable patterns taught in this unit (e.g., vowel digraphs
and diphthongs, final stable syllable pattern). In a small group or with a partner, read the collected words.
Standard(s): 1.3A.v , 1.3A.vi , 1.3C.iii , 1.3C.v
ELPS ELPS.c.1B , ELPS.c.2A , ELPS.c.2B , ELPS.c.3A , ELPS.c.3E , ELPS.c.4A , ELPS.c.4B , ELPS.c.4C
, ELPS.c.5A , ELPS.c.5B , ELPS.c.5C
Grade 01 ELAR Unit 06A PI 02
Listen to multiple poems read aloud and recognize sensory details, predictable rhythm and rhyme. Write an original poem with
sensory details and rhyming words. In a small group, read your poem aloud.
Standard(s): 1.8A , 1.11A , 1.18B , 1.22A
ELPS ELPS.c.1H , ELPS.c.2A , ELPS.c.2C , ELPS.c.3F , ELPS.c.5A , ELPS.c.5B , ELPS.c.5C
Last Updated 01/07/13 page 1 of 38
Grade 01 ELAR Unit 06A PI 05
Write multiple brief notebook entries to record thoughts, connections, and/or strategies that deepen understanding of poetry and
literary text. Provide textual evidence to support ideas.
Standard(s): 1.8A , 1.9B , 1.19C , 1.Fig19D , 1.Fig19E , 1.Fig19F
ELPS ELPS.c.1E , ELPS.c.4A , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K
, ELPS.c.5G
Key UnderstandingsAwareness of word patterns supports the development of word reading, fluency, and spelling.
Readers create connections to make text personally relevant and useful.
The ability to focus on decoding patterns of the English language promotes fluency and comprehension.
Writers use literary techniques to enhance the reader’s and/or listener’s experience.
TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of
Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates
that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas
Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
1.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and
sounds, spelling patterns, and morphological analysis to decode written English. Students will
continue to apply earlier standards with greater depth in increasingly more complex texts.
Students are expected to:
1.3A Decode words in context and in isolation by applying common letter-sound
correspondences, including:
1.3A.v vowel digraphs including oo as in foot, oo as in moon, ea as in eat, ea as in bread, ee, ow as in how, ow
as in snow, ou as in out, ay,ai, aw, au, ew, oa, ie as in chief, ie as in pie, and -igh
1.3A.vi vowel diphthongs including oy, oi, ou, and ow.
1.3C Use common syllabication patterns to decode words, including:
1.3C.v vowel digraphs and diphthongs (e.g., boy-hood, oat-meal)
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 2 of 38
1.4 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on
useful strategies as needed. Students are expected to:
1.4B Ask relevant questions, seek clarification, and locate facts and details about stories and
other texts.
1.8 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 understanding. Students are expected to:
1.8A Respond to and use rhythm, rhyme, and alliteration in poetry.
1.11 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make
inferences and draw conclusions about how an author's sensory language creates imagery in
literary text and provide evidence from text to support their understanding. Students are
expected to:
1.11A Recognize sensory details in literary text.
1.18 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real
or imagined people, events, and ideas. Students are expected to:
1.18B Write short poems that convey sensory details.
1.19 Writing/Expository and Procedural Texts. Students write expository and procedural or work-
related texts to communicate ideas and information to specific audiences for specific purposes.
Students are expected to:
1.19C Write brief comments on literary or informational texts.
1.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
1.22A Use phonological knowledge to match sounds to letters to construct known words.
1.Fig19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in
both assigned and independent reading to understand an author’s message. Students willcontinue to apply earlier standards with greater depth in increasingly more complex texts as they
become self-directed, critical readers. The student is expected to:
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 3 of 38
1.Fig19D Make inferences about text and use textual evidence to support understanding.
1.Fig19F Make connections to own experiences, to ideas in other texts, and to the larger community
and discuss textual evidence.
Ongoing TEKS 1.1 Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written
and printed. Students are expected to:
1.1E Read texts by moving from top to bottom of the page and tracking words from left to right
with return sweep.
1.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and
sounds, spelling patterns, and morphological analysis to decode written English. Students will
continue to apply earlier standards with greater depth in increasingly more complex texts.
Students are expected to:
1.3D Decode words with common spelling patterns (e.g., -ink, -onk, -ick).
1.3I Monitor accuracy of decoding.
1.4 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on
useful strategies as needed. Students are expected to:
1.4C Establish purpose for reading selected texts and monitor comprehension, making
corrections and adjustments when that understanding breaks down (e.g., identifying clues,
using background knowledge, generating questions, re-reading a portion aloud).
1.5 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are
expected to:
1.5A Read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate
phrasing) and comprehension.
1.12 Reading/Comprehension of Text/Independent Reading. Students read independently for sustained
periods of time and produce evidence of their reading. Students are expected to:
1.12A Read independently for a sustained period of time.
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 4 of 38
1.17 Writing/Writing Process. Students use elements of the writing process (planning, drafting,
revising, editing, and publishing) to compose text. Students are expected to:
1.17A Plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key
ideas).
1.17B Develop drafts by sequencing ideas through writing sentences.
1.17E Publish and share writing with others.
1.20 Oral and Written Conventions/Conventions. Students understand the function of and use the
conventions of academic language when speaking and writing. Students will continue to apply
earlier standards with greater complexity. Students are expected to:
1.20A Understand and use the following parts of speech in the context of reading, writing, and
speaking:
1.20A.ii nouns (singular/plural, common/proper).
1.20A.iii adjectives (e.g., descriptive: green, tall).
1.21 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write
legibly and use appropriate capitalization and punctuation conventions in their compositions.
Students are expected to:
1.21A Form upper- and lower-case letters legibly in text, using the basic conventions of print (left-
to-right and top-to-bottom progression), including spacing between words and sentences.
1.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
1.22E Use resources to find correct spellings.
1.27 Listening and Speaking/Listening. Students use comprehension skills to listen attentively to
others in formal and informal settings. Students will continue to apply earlier standards with
greater complexity. Students are expected to:
1.27A Listen attentively to speakers and ask relevant questions to clarify information.
1.28 Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 5 of 38
of language. Students will continue to apply earlier standards with greater complexity. Students
are expected to:
1.28A Share information and ideas about the topic under discussion, speaking clearly at an
appropriate pace, using the conventions of language.
1.29 Listening and Speaking/Teamwork. Students work productively with others in teams. Students
will continue to apply earlier standards with greater complexity. Students are expected to:
1.29A Follow agreed-upon rules for discussion, including listening to others, speaking when
recognized, and making appropriate contributions.
1.Fig19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in
both assigned and independent reading to understand an author’s message. Students willcontinue to apply earlier standards with greater depth in increasingly more complex texts as they
become self-directed, critical readers. The student is expected to:
1.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory
images, rereading a portion aloud).
MaterialsChart paper (if applicable)
Construction paper, large (1 per student)
Glue (1 per 2 students)
Grade-appropriate fictional texts and poems for student selection (1 per student)
Grade-appropriate poems that contains rhythm, rhyme, and sensory detail (5 titles, 1 each per student)
Highlighters or pastel crayons (2 different colors per student and teacher)
Note card (20-25)
Reader’s Notebook (1 per student)Scissors (1 per 2 students)
Teacher Reader’s Notebook (1)Teacher Writer’s Notebook (1)Visual images that solicit sensory details (1 per student)
Writer’s Notebook (1 per student)Word Study Notebook
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 6 of 38
Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for
grading or student assessment, attachments that are connected with Performance Indicators or serve as answer
keys are available in the district site and are not accessible on the public website.
Handout: Word Strips ow, ou
Handout: Sensory Poem Pattern
Teacher Resource: Sensory Poem Pattern
Resources and References Poetry
www.poetry4kids.com (Kenn Nesbitt’s Poetry 4 Kids)www.gigglepoetry.com
Possible/Optional Literature
Selections
Grade-appropriate classic poetry selections with rhyming words and sensory details (available online)
A Matter of Taste by Eve Merriam
Fuzzy, Wuzzy, Creepy Crawly by Lillian Schultz Vanada
The Star by Jane Taylor
The Wind by Christina Rossetti
Grade-appropriate humorous poetry selections with rhyming words and sensory details (available online)
Brand New Shoes by Kenn Nesbitt
I Have a Secret Dragon by Jack Prelutsky
Sweet Dreams by Joyce Armor
Swinging From the Lights by Kenn Nesbitt
The Yuckiest Sandwich by Ellen Jackson
District-adopted resources
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 7 of 38
All about PoetryAll about Poetry
Lesson Preparation
Daily Lesson #: 9 WORD STUDY SHARED READING INDEPENDENT READING WRITING
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
1.3Av,Avi,Cv
1.22A
1.3D,I 1.Fig19D
1.4B
1.8A
1.11A
1.1E
1.3D,I
1.4C
1.5A
1.Fig19C
1.27A
1.28A
1.29A
1.Fig19F
1.4B
1.1E
1.3D,I
1.4C
1.Fig19C
1.12A
1.8A
1.18B
1.22A
1.17A,B
1.20Aii,iii
Key Understandings and
Guiding Questions Awareness of word
patterns supports the
development of word
reading, fluency, and
spelling.
The ability to focus on
decoding patterns of
the English language
promotes fluency and
comprehension.
- How do word patterns help
you as a reader and writer?
Writers use literary
techniques to enhance
the reader’s and/orlistener’s experience.
- Why do authors use
sensory details and rhyming
words in poetry?
Readers create
connections to make
text personally
relevant.
- How do sensory details in
texts help readers make
connections to the author’s
ideas?
Writers use literary
techniques to enhance
the reader’s and/orlistener’s experience.
- Why do authors use
sensory details and rhyming
words in poetry?
Vocabulary of InstructionBlend Poem Sensory detail Poem
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 8 of 38
Daily Lesson #: 9 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Digraph
Diphthong
Rhythm
Rhyme
Sensory detail
Connection Rhyme
Sensory detail
MaterialsScissors (1 per 2
students)
Glue (1 per 2 students)
Chart paper (if
applicable)
Grade-appropriate
poems that contain
rhythm, rhyme, and
sensory detail (5 titles,
class set of each)
Construction paper,
large (1 per student)
Highlighters or pastel
crayons (2 different
colors per student and
teacher)
Visual images that
solicit sensory details
(1 per student)
Chart paper (if
applicable)
Collection of grade-
appropriate fictional
texts and poems for
student selection (1
per student)
Teacher Reader’sNotebook (1)
Reader’s Notebook (1per student)
Chart paper (if
applicable)
Writer’s Notebook (1per student)
Teacher Writer’sNotebook (1)
Chart paper (if
applicable)
Attachments and
Resources Handout: Word Strips
ow, ou (1 per 2
students)
Teacher Resource:
Sensory Poem
Pattern (1)
Advance Preparation 1. Prepare to display visuals
as appropriate.
2. Duplicate the Handout:
1. Prepare to display visuals
as appropriate.
2. Locate Anchor Chart:
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Assemble a collection of
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 9 of 38
Daily Lesson #: 9 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Word Strips ow, ou (1
per 2 students). Make an
extra copy for display.
3. Cut apart the display copy
of the Handout: Word
Strips ow, ou.
4. Create an Anchor Chart:
Words with /ow/ and /ou/.
Draw a vertical line down
the center to create two
columns. Label one
column /ow/ and the other
/ou/. Under each heading,
list several grade-
appropriate words
containing the vowel
digraphs. Words may
include: how, howl, cow,
now, chow, plow, town,
clown, down, brown,
downtown, out, outhouse,
about, mouth, cloud,
count, noun, our, loud,
house, round.
5. The student flip books will
be used in this
Instructional Routine.
Sensory Details from Unit
03 Daily Lesson 4 or
prepare to make another
chart to review examples
of sensory details (visual
detail, sound elements,
descriptions that evoke a
sense of smell and taste;
and tactile images).
3. Locate visual images
(e.g., photographs,
illustrations) that solicit
sensory details (e.g.,
foods with strong or
identifiable flavors,
weather events, nature
scenes).
4. Refer to the Lesson
Organizer for possible
optional poetry selections,
use local resources, or
conduct an internet
search for grade-
appropriate poems that
include rhyming words and
sensory details. Many
titles are widely available.
5. Select 5 different titles to
use for Daily Lessons 9-
visual images (e.g.,
photographs from
magazines, calendars,
internet sources) that will
appeal to first grade
students and solicit
sensory details (e.g., ice
cream, pizza, winter
scenes, summer scenes,
spring scenes, fall scenes,
weather events, nature
landscapes). Students will
use the visual images as
inspiration for poetry
writing. Images may be
duplicated. It is not
necessary for each
student to have a unique
image. The images will be
used in Daily lesson 10.
3. Select one visual image to
use for modeled writing
during this Instructional
Routine. Refer to
Teacher Resource:
Sensory Poem Pattern
and plan accordingly. The
sensory poem pattern will
be used again in Daily
Lesson 10.
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 10 of 38
Daily Lesson #: 9 WORD STUDY SHARED READING INDEPENDENT READING WRITING
11.
Duplicate each poem
(1 per student).
Determine the order
the poems will be
studied.
Assemble a simple
book of the 5 selected
poems for each
student by stapling the
5 poems in the
selected sequence
inside of a folded piece
of large construction
paper.
6. Transcribe each poem
onto chart paper or
prepare to display each
for the class.
7. Prepare to read the first
poem in this Instructional
Routine, the next two in
Daily Lesson 10, and the
last two in Daily Lesson
11.
Background Information Vowel digraph or vowel pair - two
vowels that together represent
Poetry was previously taught in
Units 01 and 03. The concept of
Connections readers make
include, but are not limited to:
During Unit 03, students wrote
couplets, alliteration poems, a bio
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 11 of 38
Daily Lesson #: 9 WORD STUDY SHARED READING INDEPENDENT READING WRITING
one phoneme or sound (e.g., ea,
ai, oa)
Diphthong - a combination of two
vowel sounds in one syllable to
form a new phoneme
sensory detail was taught in Unit
03.
Rhythm - rhythmic patterns that
emphasize sound
Rhyme - identical or very similar
recurring final sounds in words
(rhyming words may occur at the
ends of lines or within lines)
Sensory detail - a detail in writing
that describes what is seen,
heard, smelled, tasted, or
touched
Own experiences -
things done or seen
Ideas in other text -
concepts that connect
one text with another
text
Larger community - a
group of people that
have the same interest
or live in the same
area
poem, and a senses poem. In
Daily Lessons 9-11, students will
compose another sensory poem
that is at a higher level of rigor.
Rhyme - identical or very similar
recurring final sounds in words
(rhyming words may occur at the
ends of lines or within lines)
Sensory detail - a detail in writing
that describes what is seen,
heard, smelled, tasted, or
touched
Teacher Notes Daily Lessons 9-11 deepen
student understanding of the
structure and elements of poetry
through connected reading and
writing. Shared Reading will need
to be completed prior to Writing
each day.
Daily Lessons 9-11 deepen
student understanding of the
structure and elements of poetry
through connected reading and
writing. Shared Reading will need
to be completed prior to Writing
each day.
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 12 of 38
Instructional Routines
Daily Lesson # 9 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Duration and Objective Suggested Duration: 15-20 min.
Content Objective: Students
decode and construct words
containing vowel digraphs and
diphthongs.
Suggested Duration: 30-35 min.
Content Objective: Students
recognize sensory details and
rhyming words in poetry.
Suggested Duration: 15-20 min.
Content Objective: Students make
connections between ideas in
literary text and personal
experiences.
Suggested Duration: 20-25 min.
Content Objective: Students write
short poems that include sensory
details and rhyming words.
Mini Lesson 1. Display Anchor Chart:
Words with ow and ou.
Choral Read the words.
2. Ask: What sound does
ow (point to ow in a word)
make in these words?
Review that ow also
makes the ō sound as in
snow.
3. Ask: What sound does
ou (point to ou in a word)
make in these words?
Discuss responses.
4. With student assistance,
draw a box around the
vowel digraph/diphthong
in each word. Explain that
the two letters work
together to make one
sound and form a vowel
pair syllable.
5. Display the Handout:
1. Ask: What are the five
senses? Discuss and
clarify responses. List the
five senses for all to see.
Add a simple icon for each
as needed (e.g., eye,
hand, mouth, nose, ear).
2. Display the first prepared
visual image. Point to one
of the five senses words
and ask students to
describe the picture using
that sense. For example:
What do you see in this
picture? What words
describe the flavor of
______? What would
you hear if you were at
this location? How can
you use the sense of
touch to describe this
scene?
3. Repeat for the remaining
1. Explain that sensory
details can help readers
make connections to the
ideas in text because they
often remind them of
personal experiences.
2. Display the selected poem
from Shared Reading.
Model making a personal
connection to ideas in
poem. The following
response stem may be
used: This poem
reminds me of the time I
________ because
_______.
3. Instruct students to
recognize sensory details
while reading
independently and make
personal connections to
the ideas in the text.
1. Display the selected visual
image. Instruct students to
examine the image and
think of words to describe
it using their five senses.
2. Distribute Writer’sNotebooks. Instruct
students to Quick Write
their sensory details.
3. Prompt students to Think,
Turn, Talk to share ideas.
4. Invite students to share
ideas with the class. Write
student contributions for
all to see. Choral Read
the listed ideas.
5. Explain that these words
are sensory details that
describe the visual image.
Review that authors use
sensory details in writing
to describe what is seen,
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 13 of 38
Words Strips ow, ou.
Model making and reading
words using the strips.
visual images.
4. Review that authors use
sensory details in their
writing to describe what is
seen, heard, smelled,
tasted, or touched. Explain
that sensory details help
readers connect with the
author’s ideas.
5. Display and review Anchor
Chart: Sensory Details
from Unit 03 or create a
new chart using ideas
from the students.
6. Display the selected poem
(poem #1). Ask: What
form of writing is this?
How do you know?
Discuss and clarify
responses. Review that
poems have rhythmic
patterns that emphasize
sound and often have
rhyming words. Explain
that many poems include
sensory details.
7. Instruct students to listen
for sensory details as the
poem is read aloud. Read
the poem aloud and
repeat if needed. Choral
heard, smelled, tasted or
touched. Point out that
these details help readers
connect to the writing by
creating “mind movies” ormental pictures.
6. Display the prepared
sensory poem pattern.
7. Explain to students that
the class will work together
to write a short poem
about the visual image.
Share that the poem
needs to include sensory
details and rhyming words.
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 14 of 38
Read the poem.
8. Ask: What sensory
details do you
recognize in the poem?
Instruct students to share
ideas with a partner and
then invite volunteers to
share with the class.
9. With student assistance,
circle, underline, or
highlight the sensory
details using one color of
highlighter or pastel
crayon.
Learning Applications 1. Distribute the Handout:
Word ow, ou to pairs of
students.
2. With a partner, students
cut apart the strips.
Students work together to
make (construct) and read
words containing vowel
digraphs and diphthongs.
3. Distribute student flip
books. Instruct students
label one flap ow and
another ou.
4. Using the word strips,
students construct and
1. Distribute prepared poetry
booklets and
crayons/highlighters to
students.
2. Instruct students to write
their names on the cover
and the word Poetry as a
title.
3. Direct students to open to
the first poem (the same
one from the Mini Lesson).
Choral Read the poem
again.
4. Instruct students to circle,
underline, or highlight the
1. Students select literary
texts and read
independently for a
developmentally
appropriate duration.
2. Actively monitor students
1. Use an Interactive
Process to write a class
poem following the
sensory poem pattern.
The poem must include
rhyming words. Refer to
Teacher Resource:
Sensory Poem Pattern.
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 15 of 38
then glue two words in
their flip books.
sensory details in the
poem using one color of
highlighter or pastel
crayon. Students may
refer to the displayed
poem from the Mini
Lesson.
5. Instruct students to listen
for rhyming words as the
poem is read aloud.
Instruct students to clap
when they hear a word
that rhymes with another.
Read the poem aloud and
observe students clapping
to the rhyming words.
Using another color of
highlighter or crayon,
mark the rhyming words.
Instruct students to use
another color to mark the
rhyming words on their
copy of the poem.
6. Ask: Do you see a
pattern of rhyming
words? Discuss and
clarify responses, pointing
to textual evidence as it
applies.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 16 of 38
Closure 1. Individually, students read
all of the words collected
in the flip books.
1. Ask: Why do authors
use sensory details and
rhyming words in
poetry? Discuss
responses including, that
sensory details create a
picture for the reader and
that rhyme creates a
predictable and
memorable pattern.
2. Determine if students will
keep their poetry booklets
or if they will be stored
until the next Daily
Lesson.
1. Ask: What connections
can you make to the
ideas in the story or
poem you read today?
In partners, students
share connections.
Students may refer to the
response stem from the
Mini Lesson as needed.
2. Invite students to share
connections with the class
1. Choral Read the poem to
recognize rhythm, rhyme,
and sensory details.
2. The class poem will be
used again in Daily
Lesson 10.
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 17 of 38
All about PoetryAll about Poetry
Lesson Preparation
Daily Lesson #: 10 WORD STUDY SHARED READING INDEPENDENT READING WRITING
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
1.3Av,Avi,Cv 1.3D,I 1.Fig19D
1.4B
1.8A
1.11A
1.1E
1.3D,I
1.4C
1.5A
1.Fig19C
1.27A
1.28A
1.29A
1.Fig19F
1.4B
1.19C
1.1E
1.3D,I
1.4C
1.Fig19C
1.12A
1.8A
1.11A
1.18B
1.22A
1.17A,B
1.20Aii,iii
1.21A
1.22E
Key Understandings and
Guiding Questions Awareness of word
patterns supports the
development of word
reading, fluency, and
spelling.
The ability to focus on
decoding patterns of
the English language
promotes fluency and
comprehension.
- How do word patterns help
us as readers and writers?
Writers use literary
techniques to enhance
the reader’s and/orlistener’s experience.
- Why do authors use
sensory details and rhyming
words in poetry?
Readers create
connections to make
text personally
relevant.
- How do sensory details in
texts help readers make
connections to the author’s
ideas?
Writers use literary
techniques to enhance
the reader’s and/orlistener’s experience.
- Why do authors use
sensory details and rhyming
words in poetry?
Vocabulary of InstructionVowel digraph Poem Sensory detail Poem
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 18 of 38
Daily Lesson #: 10 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Rhythm
Rhyme
Sensory detail
Connection Rhyme
Sensory detail
MaterialsWord Study Notebook
(1 per student)
Collection of grade-
appropriate fictional
texts or poems for
student selection
(collection prepared for
Independent Reading)
Chart paper (if
applicable)
Prepared student
poetry booklets (refer
to Daily Lesson 9)
Highlighters or pastel
crayons (2 different
colors per student and
teacher)
Chart paper (if
applicable)
Collection of grade-
appropriate fictional
texts and poems for
student selection (1
per student)
Teacher Reader’sNotebook (1)
Reader’s Notebook (1per student)
Chart paper (if
applicable)
Writer’s Notebook (1per student)
Collection of visual
images that solicit
sensory details for
student selection (1
per student)
Chart paper (if
applicable)
Attachments and
Resources Teacher Resource:
Sensory Poem
Pattern (1)
Handout: Sensory
Poem Pattern (1 for
display, optional for
students)
Advance Preparation 1. Prepare to display visuals
as appropriate.
2. Prepare to display the
1. Prepare to display visuals
as appropriate.
2. Refer to Daily Lesson 9.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Refer to Daily Lesson 9
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 19 of 38
Daily Lesson #: 10 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Anchor Chart: Words with
/ow/ and /ou/ from Daily
Lesson 9.
3. Prepare to read the next
two selected poems in this
Instructional Routine.
for instructions related to
preparing a collection of
visual images for student
selection. Determine
procedures for student
selection of visual images.
3. Preview Handout:
Sensory Poem Pattern
and determine if will be
used. Consider using it as
a scaffold for only those
students needing
structured support. Many
students may be capable
of following a displayed
pattern to write a poem on
lined writing paper or in
the Writer’s Notebook.
Background Information This Instructional Routine
completes Performance Indicator:
“Create a flip book to collect and
maintain words that follow the
spelling and syllable patterns
taught in this unit (e.g., vowel
digraphs and diphthongs, final
stable syllable pattern). In a small
group or with a partner, read the
collected words.”
Refer to Daily Lesson 9.
This Instructional Routine partially
assesses Performance Indicator:
“Listen to multiple poems read
aloud and recognize sensory
details, predictable rhythm and
rhyme. Write an original poem
with sensory details and rhyming
words. In a small group, read your
poem aloud.”
This Instructional Routine partially
assesses Performance Indicator:
“Write multiple brief notebook
entries to record thoughts,
connections, and/or strategies that
deepen understanding of poetry
and literary text. Provide textual
evidence to support ideas.”
Refer to Daily Lesson 9.
This Instructional Routine partially
assesses Performance Indicator:
“Listen to multiple poems read
aloud and recognize sensory
details, predictable rhythm and
rhyme. Write an original poem
with sensory details and rhyming
words. In a small group, read your
poem aloud.”
Teacher Notes This Instructional Routine will be Refer to Daily lesson 9.
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 20 of 38
Daily Lesson #: 10 WORD STUDY SHARED READING INDEPENDENT READING WRITING
repeated in Daily Lesson 11 using
the remaining two poems.
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 21 of 38
Instructional Routines
Daily Lesson # 10 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Duration and Objective Suggested Duration: 15-20 min.
Content Objective: Students
decode words containing vowel
digraphs and diphthongs.
Suggested Duration: 25-30 min.
Content Objective: Students
recognize sensory details and
rhyming words in poetry.
Suggested Duration: 15-20 min.
Content Objective: Students make
connections between ideas in
literary text and personal
experiences.
Suggested Duration: 25-30 min.
Content Objective: Students write
short poems that include sensory
details and rhyming words.
Mini Lesson 1. Display the Anchor Chart:
Words with ow and ou.
Choral Read the words,
focusing on blending the
phonemes. For example,
c-l-ow-n, clown; a-b-ou-t,
about.
2. Explain that students will
conduct a word hunt to
locate and read words
containing /ow/ and /ou/.
3. Using selected text, model
locating and reading
words with /ow/ and /ou/
digraphs and diphthongs.
Record the located words
on the Anchor Chart.
1. Ask: What are sensory
details? Review that
authors use sensory
details in their writing to
describe what is seen,
heard, smelled, tasted, or
touched. Explain that
sensory details help
readers connect with the
author’s ideas.
2. Display the first selected
poem (poem #2). Ask:
What form of writing is
this? How do you
know? Discuss and clarify
responses. Review that
poems have rhythmic
patterns that emphasize
sound and often have
rhyming words. Explain
that many poems include
sensory details.
1. Review that sensory
details can help readers
make connections to the
ideas in text because they
often remind them of
personal experiences.
2. Display one of the
selected poems from
Shared Reading. Think
Aloud to model making a
personal connection to
ideas in poem. The
following response stem
may be used: This poem
reminds me of the time I
________ because
_______.
3. Model writing the
connection in the Teacher
Reader’s Notebook.
4. Instruct students to
1. Display and Choral Read
the class poem from Daily
Lesson 9. Guide students
to recognize rhyming
words and sensory details.
2. Display Handout:
Sensory Poem Pattern
and the prepared sensory
poem pattern from Daily
Lesson 9. Review the
pattern.
3. Display and discuss the
following portion of the
Performance Indicator:
“Write an original poemwith sensory details and
rhyming words. In a small
group, read your poem
aloud.”
4. Display the collection of
visual images. Explain that
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 22 of 38
3. Instruct students to listen
for sensory details in the
poem. Read the poem
aloud and then Choral
Read the poem.
4. Ask: What sensory
details do you
recognize in the poem?
Instruct students to share
ideas with a partner and
then invite volunteers to
share with the class.
5. With student assistance,
circle, underline, or
highlight the sensory
details using one color of
highlighter or pastel
crayon.
6. Distribute prepared poetry
booklets and
crayons/highlighters to
students.
7. Direct students to open to
the 2nd poem (the same
one that is displayed).
Choral Read the poem
again.
8. Instruct students to circle,
underline, or highlight the
sensory details in the
recognize sensory details
while reading
independently and make
personal connections to
the ideas in the text.
students will select a
visual image to write a
poem about. Review that
the first step is to
generate ideas using the
five senses.
5. Explain procedures for
student selection of visual
images and provide time
for students to choose
one. It may be necessary
for students to share
images.
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 23 of 38
poem using one color of
highlighter or pastel
crayon. Students may
refer to the displayed
poem.
9. Instruct students to listen
for rhyming words as the
poem is read aloud.
Instruct students to clap
when they hear a word
that rhymes with another.
Read the poem aloud and
observe students clapping
as they respond to
rhyming words. Using
another color of
highlighter or crayon,
mark the rhyming words.
Instruct students to use
another color to mark the
rhyming words on their
copy of the poem.
10. Ask: Do you see a
pattern of rhyming
words? Discuss and
clarify responses, pointing
to textual evidence as it
applies.
Learning Applications 1. Distribute grade-
appropriate expository
texts.
1. Display the other selected
poem (poem #3) and
instruct students to locate
1. Students select literary
texts and read
independently for a
1. Distribute Writer’sNotebooks. Instruct
students to divide a page
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 24 of 38
2. With a partner, students
scan the text to locate and
read words containing /ow/
and /ou/.
3. Students record new
words in their flip books.
4. Monitor and provide
assistance as needed.
5. Partners join another set
of partners to share the
words they located in the
text.
6. Ask students to share
located words with the
class. Add any new words
to the Anchor Chart.
it in their poetry booklets.
2. Read the poem aloud and
then Choral Read it,
emphasizing the rhythmic
pattern.
3. Instruct students to work
with a partner to recognize
sensory details and mark
them with the same color
used previously for
sensory details. Confer
with students and monitor
closely.
4. Instruct partners to join
another set of partners to
form a group of four.
Request that students
compare and discuss their
findings. Invite 2-3 groups
to share with the class.
Provide clarification and
feedback as needed.
5. In small groups, instruct
students to identify
rhyming words in the
poem and mark them with
the same color used
previously for rhyming
words. Confer with small
groups and monitor
closely.
developmentally
appropriate duration.
2. Actively monitor students.
into 5 sections and then
label each section with
one of the following words:
looks, feels, smells, tastes,
and sounds. Model as
needed. Review that the
“looks” section needs toinclude color words.
2. Instruct students to
examine their visual image
and think about sensory
details that describe it.
Instruct students to quickly
talk about their ideas with
a partner.
3. Students individually write
sensory details in the
Writer’s Notebook.
4. Students begin writing
original poems with
sensory details and
rhyming words, following
the displayed sensory
poem pattern. Handout:
Sensory Poem Pattern
may be provided to
students who require
scaffolding.
5. Confer with students and
provide targeted
instruction based on
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 25 of 38
individual needs.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure 1. In partners or small
groups, students read
aloud all of the words
collected in the flip books.
2. Monitor students as they
read to assess the
Performance Indicator.
Collect flip books for
assessment.
1. With student participation,
review the rhyming words
from poem #3.
1. Ask: What connections
can you make to the
ideas in the story or
poem you read today?
In partners, students
share connections.
Students may refer to the
response stem from the
Mini Lesson as needed.
2. Each student writes
his/her connection in the
Reader’s Notebook.
1. Ask: Why do authors
use sensory details and
rhyming words in
poetry? Discuss and
clarify responses.
2. Explain that students will
complete and share their
poems in Daily Lesson 11.
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 26 of 38
All about PoetryAll about Poetry
Lesson Preparation
Daily Lesson #: 11 WORD STUDY SHARED READING INDEPENDENT READING WRITING
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
TEKS Ongoing
TEKS
1.3Av,Avi,Cv 1.3Ai-iv,B,D,I 1.Fig19D
1.4B
1.8A
1.11A
1.1E
1.3D,I
1.4C
1.5A
1.Fig19C
1.27A
1.28A
1.29A
1.Fig19F
1.4B
1.19C
1.1E
1.3D,I
1.4C
1.Fig19C
1.12A
1.18B
1.8A
1.11A
1.22A
1.17A,B,E
1.20Aii,iii
1.21A
1.22E
Key Understandings and
Guiding Questions Awareness of word
patterns supports the
development of word
reading, fluency, and
spelling.
The ability to focus on
decoding patterns of
the English language
promotes fluency and
comprehension.
- How do word patterns help
you as a reader and writer?
Writers use literary
techniques to enhance
the reader’s and/orlistener’s experience.
- Why do authors use
sensory details and rhyming
words in poetry?
Readers create
connections to make
text personally
relevant.
- How do sensory details in
texts help readers make
connections to the author’s
ideas?
Writers use literary
techniques to enhance
the reader’s and/orlistener’s experience.
- Why do authors use
sensory details and rhyming
words in poetry?
Vocabulary of InstructionVowel digraph Poem Sensory detail Poem
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 27 of 38
Daily Lesson #: 11 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Vowel diphthong Rhythm
Rhyme
Sensory detail
Connection Rhyme
Sensory detail
MaterialsNote card (20-25)
Collection of grade-
appropriate fictional
texts or poems for
student selection
Chart paper (if
applicable)
Prepared student
poetry booklets (refer
to Daily Lesson 9)
Highlighters or pastel
crayons (2 different
colors per student and
teacher)
Chart paper (if
applicable)
Collection of grade-
appropriate fictional
texts and poems for
student selection (1
per student)
Teacher Reader’sNotebook (1)
Reader’s Notebook (1per student)
Chart paper (if
applicable)
Writer’s Notebook (1per student)
Collection of visual
images that solicit
sensory details from
Daily Lesson 10
Chart paper (if
applicable)
Attachments and
Resources Handout: Sensory
Poem Pattern (1 for
display, optional for
students)
Advance Preparation 1. Prepare to display visuals
as appropriate.
2. Select 20-25 words that
contain vowel digraphs
and diphthongs and write
each one on a note card.
Include the following
1. Prepare to display visuals
as appropriate.
2. Refer to Daily Lesson 9.
3. Prepare to read the next
two selected poems in this
Instructional Routine.
1. Prepare to display visuals
as appropriate.
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 28 of 38
Daily Lesson #: 11 WORD STUDY SHARED READING INDEPENDENT READING WRITING
digraphs and diphthongs:
oy, oi, oo, ea, ee, ow, ou,
ay, ai, aw, au, ew, oa, ie,
and igh.
Background Information Refer to Daily Lesson 9 Refer to Daily Lesson 9.
This Instructional Routine
completes Performance Indicator:
“Listen to multiple poems read
aloud and recognize sensory
details, predictable rhythm and
rhyme. Write an original poem
with sensory details and rhyming
words. In a small group, read your
poem aloud.”
This Instructional Routine
completes Performance Indicator:
“Write multiple brief notebook
entries to record thoughts,
connections, and/or strategies that
deepen understanding of poetry
and literary text. Provide textual
evidence to support ideas.”
This Instructional Routine
completes Performance Indicator:
“Listen to multiple poems read
aloud and recognize sensory
details, predictable rhythm and
rhyme. Write an original poem
with sensory details and rhyming
words. In a small group, read your
poem aloud.”
Teacher Notes This Daily Lesson reviews vowel
digraphs and diphthongs.
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 29 of 38
Instructional Routines
Daily Lesson # 11 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Duration and Objective Suggested Duration: 20-25 min.
Content Objective: Students
decode words containing vowel
digraphs and vowel diphthongs.
Suggested Duration: 25-30 min.
Content Objective: Students
recognize sensory details and
rhyming words in poetry.
Suggested Duration: 15-20 min.
Content Objective: Students make
connections between ideas in
literary text and the larger
community.
Suggested Duration: 25-30 min.
Content Objective: Students write
short poems that include sensory
details and rhyming words.
Mini Lesson 1. Explain to students that
they will be reviewing
vowel digraphs and
diphthongs. Review that
vowel digraphs are pairs
of vowels that together
make one sound. Vowel
diphthongs have sounds
that glide together.
2. Show a note card with a
word containing a vowel
digraph or diphthong. Ask:
What vowel pair or
diphthong do you
1. Ask: What are sensory
details? Review that
authors use sensory
details in their writing to
describe what is seen,
heard, smelled, tasted, or
touched. Explain that
sensory details help
readers connect with the
author’s ideas.
2. Review that poems have
rhythmic patterns that
emphasize sound and
often have rhyming words.
1. Explain that sensory
details can help readers
make connections to the
ideas in text because they
often remind them of
things in the larger
community (e.g., school,
neighborhood, town, city,
state, country, world).
2. Display one of the
selected poems from
Shared Reading. Think
Aloud to model
connecting ideas in the
1. Display Handout:
Sensory Poem Pattern
and the prepared sensory
poem pattern from Daily
Lesson 9. Review the
pattern.
2. Display and discuss the
following portion of the
Performance Indicator:
“Write an original poemwith sensory details and
rhyming words. In a small
group, read your poem
aloud.”
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 30 of 38
notice in this word?
Discuss responses and
model blending the
phonemes. Choral Read
the word.
3. Seat students in a circle
and give each student a
card. Inform students that
on the count of three they
will read their word in a
whisper voice and then
pass the card to the left.
Continue reading and
passing the cards until the
cards have gone around
the circle.
4. Instruct students to circle
the digraphs in their
words.
Explain that many poems
include sensory details.
3. Distribute poetry booklets
and highlighters/crayons
to students.
4. Display the first selected
poem (poem #4) and
instruct students to locate
it in their poetry booklets.
5. Read the poem aloud as
students listen for sensory
details and then Choral
Read the poem.
6. Ask: What sensory
details do you
recognize in the poem?
Discuss and clarify
responses.
7. With student assistance,
circle, underline, or
highlight the sensory
details using one color of
highlighter or pastel
crayon. Instruct students
to do the same on their
copy.
8. Instruct students to listen
for rhyming words as the
poem is read aloud.
poem to the larger
community. The following
response stem may be
used: This poem
reminds me of ________
because _______.
3. Model writing the
connection in the Teacher
Reader’s Notebook.
4. Instruct students to
recognize sensory details
while reading
independently and
connecting ideas in the
poem to the larger
community.
3. Explain that students will
complete and share their
poems in this Daily
Lesson.
4. Provide modeling or
instruction as needed
based on observations of
student writing.
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 31 of 38
Instruct students to clap
when they hear a word
that rhymes with another.
9. Read the poem aloud and
observe students clapping
as they respond to
rhyming words. Using
another color of
highlighter or crayon,
mark the rhyming words.
Instruct students to use
another color to mark the
rhyming words on their
copy.
10. Ask: Do you see a
pattern of rhyming
words? Discuss and
clarify responses, pointing
to textual evidence as it
applies.
Learning Applications 1. Distribute texts to pairs of
students. Students scan
the texts looking for words
containing the same vowel
1. Display the other selected
poem (poem #5) and
instruct students to locate
it in their poetry booklets.
1. Students select literary
texts and read
independently for a
developmentally
1. Distribute Writer’sNotebooks and visual
images. Handout:
Sensory Poem Pattern
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 32 of 38
digraph or diphthong as in
the word on their note
cards. Students record
words from the text on the
back of the note cards.
2. Read the poem aloud and
then Choral Read it,
emphasizing the rhythmic
pattern.
3. Instruct students to work
with a partner to recognize
sensory details and mark
them with the same color
used previously for
sensory details. Confer
with students and monitor
closely.
4. Instruct partners to join
another set of partners to
form a group of four.
Request that students
compare and discuss their
findings. Invite 2-3 groups
to share with the class.
Provide clarification and
feedback as needed.
5. In small groups, instruct
students to identify
rhyming words in the
poem and mark them with
the same color used
previously for rhyming
words. Confer with small
groups and monitor
closely.
appropriate duration.
2. Actively monitor students.
may be provided to
students who require
scaffolding.
2. Students finish writing
original poems with
sensory details and
rhyming words, following
the displayed sensory
poem pattern.
3. Confer with students and
provide targeted
instruction based on
individual needs.
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 33 of 38
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure 1. Move to Music: Play music
and instruct students to
move around the room
carrying their note cards.
When the music stops,
students partner with
someone they are near
and read the words from
their note cards. Partners
exchange cards. Repeat
as time allows.
1. With student participation,
review the rhyming words
from poem #5.
1. Ask: What connections
can you make to the
ideas in the story or
poem you read today?
In partners, students
share connections.
Students may refer to the
response stem from the
Mini Lesson as needed.
2. Each student writes
his/her connection in the
Reader’s Notebook.
1. In small groups, students
read their poems aloud.
2. Collect poems for
assessment of the
Performance Indicator.
Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas
Education Agency
Grade 1
English Language Arts and Reading
Unit: 06A
Lesson: 02
Suggested Duration: Days 9-11
Last Updated 01/07/13 page 34 of 38
First Grade English Language Arts and Reading
Unit: 06A Lesson: 02
©2012, TESCCC 01/07/13 Page 1 of 2
Word Strips ow, ou
ou ow h
t r n
n s c
b d f
ch l m
e th p
First Grade English Language Arts and Reading
Unit: 06A Lesson: 02
©2012, TESCCC 01/07/13 Page 2 of 2
a e p
s g t
First Grade English Language Arts and Reading
Unit: 06A Lesson: 02
©2012, TESCCC 01/07/13 page 1 of 1
Sensory Poem Pattern
______________________________________is________________________________________.
It looks _________________________________________________________________________.
It smells like _____________________________________________________________________.
It tastes like _____________________________________________________________________.
It sounds like ____________________________________________________________________.
_____________________________________feels like___________________________________.
First Grade English Language Arts and Reading
Unit: 06A Lesson: 02
©2012, TESCCC 01/07/13 page 1 of 1
Teacher Resource: Sensory Poem Pattern
Write the pattern below on chart paper or prepare to display electronically.
Line 1 – Name the visual image. Finish the line with a color word.
Line 2 – Tell what is looks like.
Line 3 – Tell what is smells like.
Line 4 – Tell what it tastes like.
Line 5 – Tell what it sounds like.
Line 6 – Tell what it feels like.
The Performance Indicator requires students to write an original poem with
sensory details and rhyming words. It is not necessary for the rhyming
words to follow a specific pattern. Students may include two or more
rhyming words.
Example:
Summer is bright yellow.
It looks like swimsuits and freezer pops.
It smells like lemon Jell-O.
It tastes like watermelon.
It sounds like laughter.
Summer feels warm and mellow.