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Teaching Inferencing through Poetry Kindergarten - 2nd Grade 2poet.

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Presentation on theme: "Teaching Inferencing through Poetry Kindergarten - 2nd Grade 2poet."— Presentation transcript:

1 Teaching Inferencing through Poetry Kindergarten - 2nd Grade 2poet

2 Goals Review strategies to build inferencing Identify relevant TEKS Go over the implementation process Differentiate between Good, Better, & Best inferencing lessons Create inferencing lessons

3 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

4 Teachers develop inferencing skills by: Modeling Choosing appropriate texts Building vocabulary Looking at title & text structure Making predictions

5 Teachers develop inferencing skills by: Questioning character relationships, goals, & motivations How do you know? Why? Generating, discussing, & clarifying prior knowledge Making cross-curricular connections

6 Why poetry?

7

8 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.

9 Before the Lesson 1. Choose an appropriate poem - school or classroom library - textbooks - laughalotpoetry.com - gigglepoetry.com - poetry4kids.com - poetryguy.com 2. Select vocabulary to build schema

10 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 tie That 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?...

11 During the Lesson 3. 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

12 Vocabulary tie gran d danc e

13 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 tie That 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

14 How could you adapt this lesson for your class? This was a good lesson. What would make it better?

15 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 tie That 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

16 During the Lesson 6. 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?

17 What differences did you notice in the questioning? Where do we go from here to make a best lesson?

18 Why do we have to write poetry?

19 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

20 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?

21 What will this look like in your classroom?

22 Let’s pick poems!

23 Putting it into Practice 1. Choose an appropriate poem 2. Select vocabulary to build schema 3. Introduce vocabulary 4. Look at the title & text structure 5. Make predictions 6. Ask questions & discuss connections 7. Make cross-curricular connections - connect reading to writing - relate to other content areas - read another poem, then compare

24 The Follow Up Plan Campus Support Day Options - co-teach a lesson - model a lesson - support lesson preparation - meet during conference time What I Need From You eflect

25 Tracy Harper Christel Applon Robyn Jackson Contact Information


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