Teaching Inferencing through Poetry Kindergarten - 2nd Grade 2poet

Teaching

Inferencing

through Poetry

Kindergarten - 2nd Grade

http://go.esc18.net/k2poet

Goals

Review strategies to build

inferencing

Identify relevant TEKS

Go over the implementation process

Differentiate between Good, Better,

& Best

inferencing lessons

Create inferencing lessons

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

Teachers develop inferencing skills

by:• Modeling

• Choosing appropriate texts

• Building vocabulary

• Looking at title & text structure

• Making predictions

Teachers develop inferencing skills

by:• Questioning character relationships,

goals, & motivations•How do you know?•Why?

• Generating, discussing, & clarifying prior knowledge

• Making cross-curricular connections

Why poetry?

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.

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

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? . . .

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

Vocabulary

tie grand

dance

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

How could

you adapt

this lesson

for your class?This was a

good lesson. What would

make it better?

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

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?

What

differences

did you

notice in the

questioning?Where do we go from

here to make a best

lesson?

Why do we

have to write

poetry?

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

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?

What will this look like in your classroom?

Let’s pick

poems!

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

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

Tracy Harpertharper@esc18.net

Christel Apploncapplon@esc18.net

Robyn Jacksonrjackson@esc18.net

Contact Information