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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. - PowerPoint PPT Presentation
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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
