teaching inferencing through poetry kindergarten - 2nd grade 2poet
TRANSCRIPT
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Teaching
Inferencing
through Poetry
Kindergarten - 2nd Grade
http://go.esc18.net/k2poet
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Goals
Review strategies to build
inferencing
Identify relevant TEKS
Go over the implementation process
Differentiate between Good, Better,
& Best
inferencing lessons
Create inferencing lessons
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Students with successful
inferencing skills:• Have competent working memories
• Have rich vocabularies
• Are active readers who want to make sense of the text
• Monitor comprehension & repair misunderstanding
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Teachers develop inferencing skills
by:• Modeling
• Choosing appropriate texts
• Building vocabulary
• Looking at title & text structure
• Making predictions
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Teachers develop inferencing skills
by:• Questioning character relationships,
goals, & motivations•How do you know?•Why?
• Generating, discussing, & clarifying prior knowledge
• Making cross-curricular connections
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Why poetry?
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Reading Poetry Students understand, make inferences, & draw
conclusions about the structure and elements of poetry & provide evidence from text to support their
understanding. Students are expected to: K.7A - respond to rhythm & rhyme in poetry through identifying a regular beat & similarities in word sounds.
1.8A - respond to and use rhythm, rhyme, and alliteration in poetry.
2.7A - describe how rhyme, rhythm, and repetition interact to create images in poetry.
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Before the Lesson1. Choose an appropriate poem
- school or classroom library- textbooks- laughalotpoetry.com- gigglepoetry.com- poetry4kids.com- poetryguy.com
2. Select vocabulary to build schema
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Something Missing by Shel Silverstein from A Light in the Attic
I remember I put on my socks,I remember I put on my shoes.
I remember I put on my tieThat was printed
In beautiful purples and blues.I remember I put on my coat,
To look perfectly grand at the dance,Yet I feel there is something
I may have forgot—What is it? What is it? . . .
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During the Lesson3. Introduce vocabulary
4. Look at the title & text structure
5. Make predictions
What will this poem be about?
What experiences have you had that
relate to this title?
6. Ask questions & discuss
connections
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Vocabulary
tie grand
dance
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by Shel Silverstein from A Light in the Attic
I remember I put on my socks,I remember I put on my shoes.
I remember I put on my tieThat was printed
In beautiful purples and blues.I remember I put on my coat,
To look perfectly grand at the dance,Yet I feel there is something
I may have forgot—What is it? What is it? . . .
Something Missing
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How could
you adapt
this lesson
for your class?This was a
good lesson. What would
make it better?
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by Shel Silverstein from A Light in the Attic
I remember I put on my socks,I remember I put on my shoes.
I remember I put on my tieThat was printed
In beautiful purples and blues.I remember I put on my coat,
To look perfectly grand at the dance,Yet I feel there is something
I may have forgot—What is it? What is it? . . .
Something Missing
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During the Lesson6. Ask questions & discuss connections
- What is happening in this poem?- What did this poem make you think of?
- Did you notice a pattern as I was reading?
- Where do you notice rhyme & rhythm in this poem?
STAAR Stems:
The speaker in this poem is a person who…
By the end of the poem, the reader realizes that the speaker…
What is emphasized by the repetition of the words “I remember” in the poem?
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What
differences
did you
notice in the
questioning?Where do we go from
here to make a best
lesson?
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Why do we
have to write
poetry?
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Writing Poetry
Students write literary texts to express their ideas & feelings about real or imagined people, events, &
ideas. Students are expected to:
K.14B - write short poems.
1.18B - write short poems that convey sensory details.2.18B
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How to Write a Poem
A poem is a collection of words that express an emotion or idea.
What do
you know a
lot about?
How do you feel
about that topic?
What do you want to
share with others?
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What will this look like in your classroom?
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Let’s pick
poems!
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Putting it into Practice
1. Choose an appropriate poem2. Select vocabulary to build schema 3. Introduce vocabulary4. Look at the title & text structure5. Make predictions6. Ask questions & discuss connections7. Make cross-curricular connections
- connect reading to writing - relate to other content areas- read another poem, then compare
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The Follow Up PlanCampus Support Day Options
- co-teach a lesson- model a lesson- support lesson preparation
- meet during conference time
What I Need From You
http://go.esc18.net/reflect