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Poetry for ELLs
Nutrition for Language Development
Let’s analyze the TEKS
Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:3.5(A) paraphrase the themes and supporting details of fables, legends, myths, or stories;
Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:4.3(A) Summarize and explain the lesson or message of a work of fiction as its theme;
Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:5.3(A) compare and contrast the themes or moral lessons of several works of fiction from various cultures;5.3(C) explain the effect of a historical event or movement on the theme of a work of literature.
Challenges for our students
How can poetry help our ELL students?
Reasons for Poetry• Poetry provides a high quality language model• Even non-English speakers can feel the rhythm,
and music of a poem• Poetry provides the opportunity for listening and
speaking• Simple language may express very complex ideas• It addresses human experience across cultures• Provides good opportunities for pronunciation
exercises for individual words, and sentence melody, and intonation
• Perfect text to learn by heart, and acquire sentence structure, and vocabulary
Advantages of Poetry for ELL
Poetry and ELLs• Sounds
• Fluency
• Vocabulary
• Comprehension
Sounds
• Patterns
• Stress
• Rhyme
• Rhythm
Poems can be categorized according to their sound.
oOnomatopoeiaoAlliterationoRhymingoAssonanceoConsonance
SOUND EFFECTS
SENSORY IMAGES
STANZAS
WHO IS SPEAKING?
THEME:
WHAT IS THE MESSAGE?
AUTHOR’S PURPOSE
INT
EN
DE
D
AU
DIE
NC
E
TO
NE
Poetry is the target
Consonance
Rhyming
Asso
nan
ce
Allit
era
tion
Ono
mat
opoe
ia
Say and Touch
Vocabulary• Literal and Figurative Meaning
• Painting with Words
• Sensory Images
• Easy to remember
Waiting Room Zoo
FLUENCY
Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.
Humpty DumptyFluency
Humpty Dumpty sat on a wall
Humpty Dumpty had a great fall
All the king’s horsemen and all the king’s men
Couldn’t put Humpty together again!
FLUENCY• Phrasing• Intonation• Prosody• Rhythm
• In Plano,o3rd grade: from 90 to 100 WPMo4th grade: from 100 to 120 WPMo5th grade: from 120 to 135 WPM
Comprehension
• Making Emotional
Connections
• Deep Thinking• Inferring and Drawing
Conclusions
Stage Fright
• Read the poem at your table.
• What comprehension skills could be addressed through this poem?
Bringing it all together
How do sounds, images, emotions and thoughts
contribute to the theme of the poem?
Poets about poetry• “It is blood , imagination, intellect running
together…It bids us to touch and taste and hear and see the world, and shrink from all that is of the brain only.” William Butler Yeats
• “…A tough life needs a tough language- and that is what poetry is. That is what literature offers– a language powerful enough to say how it is. It isn’t a hiding place. It is a finding place.” Jeanette Winterson
Find the poems that wake you up, that
allow you to marvel at the miracle of language and its
power!
