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Poetry At A Glance Amy Mengarelli The Waymire Group Featuring Heinemann, Benchmark Education, National Geographic Learning, Lectorum, Steps to Literacy.

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Presentation on theme: "Poetry At A Glance Amy Mengarelli The Waymire Group Featuring Heinemann, Benchmark Education, National Geographic Learning, Lectorum, Steps to Literacy."— Presentation transcript:

1 Poetry At A Glance Amy Mengarelli The Waymire Group Featuring Heinemann, Benchmark Education, National Geographic Learning, Lectorum, Steps to Literacy

2 What Does Poetry Do For Our Students? Expands Children’s Oral Language Builds unique patterns and forms Extends listening and speaking vocabulary Expands knowledge of complex syntax Develops phonological and phonemic awareness Fountas and PInnell

3 What Does Poetry Do For Our Students? Expands Children’s Written Language Expands spoken vocabulary Opportunities to connect sounds within words Provides examples of different types of words – compound, base, contractions, plurals, etc Fountas and PInnell

4 What Does Poetry Do For Our Students? Expands Children’s Content Knowledge New perceptions and ideas Encourages humor development Sensitizes to forms and styles of poetry Foutnas and Pinnell

5 What Does Poetry Do For Our Students? Contributes to Social Knowledge and Skills Provides artistic and aesthetic experiences Creates a sense of community Provides a window to many cultures Foutnas and Pinnell

6 Selecting Poetry for Students Length and Number of Words Decodability Ratio of easy to harder HFW Sentence or phrase structure Vocabulary Ideas – types of poetry Fountas and Pinnell

7 Types of Poetry Limerick Tongue Twister * Couplet Free Verse Haiku Cinquain * Diamante

8 Betty Botter (tongue twister) Betty Botter bought some butter, “But,” she said, “this butter’s bitter; If I put it in my batter, It will make my batter bitter. But a bit of better butter Will make my batter better.” So she bought a bit of butter Better than her bitter butter, And she put it in her batter. So ‘twas better Betty Botter Bought a bit of better butter.

9 Betty Botter – phonogram utter Betty Botter bought some butter, “But,” she said, “this butter’s bitter; If I put it in my batter, It will make my batter bitter. But a bit of better butter Will make my batter better.” So she bought a bit of butter Better than her bitter butter, And she put it in her batter. So ‘twas better Betty Botter Bought a bit of better butter.

10 Betty Botter – phonogram itter Betty Botter bought some butter, “But,” she said, “this butter’s bitter; If I put it in my batter, It will make my batter bitter. But a bit of better butter Will make my batter better.” So she bought a bit of butter Better than her bitter butter, And she put it in her batter. So ‘twas better Betty Botter Bought a bit of better butter.

11 Betty Botter - HFW Betty Botter bought some butter, “But,” she said, “this butter’s bitter; If I put it in my batter, It will make my batter bitter. But a bit of better butter Will make my batter better.” So she bought a bit of butter Better than her bitter butter, And she put it in her batter. So ‘twas better Betty Botter Bought a bit of better butter.

12 Betty Botter - Concepts Rhythmic/alliterative poem (tongue twister) -utter, -itter, -atter, -it, -ill, -ake b, s, p bought, but, put, some, she, said, this, my, make assonance (repetition of vowel sounds) Fountas and Pinnell

13 Features of Cinquain Poetry Five lines Line 1 – one word title Line 2 – 2 descriptive words Line 3 – 3 action words Line 4 – 4 “feeling” words Line 5 – 1 synonym to line 1 Strong and vivid words May tell a story Genre Workshop Poetry Benchmark Education

14 Clouds clouds fluffy, puffy shift and billow lighter than cotton wisps pillows Genre Workshop Poetry Benchmark Education

15 Reader Response 1.How does the poem make you feel? Why? 2.What did you visualize? 3.What words did you like? Why? 4.What personal connection can you make to the theme or message of this poem? Genre Workshop Poetry Benchmark Education

16 Analyze the Poem 1.What were the poet’s experiences to have written this poem? 2.Why do you think the poet chose this subject? 3.What other words might you have used in a poem with this theme? Genre Workshop Poetry Benchmark Education

17 Cinquain Concepts Subject Focus – can tie it to content Word Work – adjectives, verbs, synonyms Metacognative – analyze, visualize, infer, etc Writing – brainstorming, drafting, revising, editing, publishing Genre Workshop Poetry Benchmark Education

18 Poetry At A Glance Make it fun Make it meaningful Tie it to other contents Link to literacy concepts

19 Amy Mengarelli The Waymire Group Representing: Heinemann Benchmark Education National Geographic Learning Lectorum Steps to Literacy DynaStudy Newmark Learning


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