| Focus Poetry |
Objectives (based on the TEKS, Texas Essential Knowledge and Skills)
*TLW listen responsively to stories and other texts read aloud
*TLW ask and answer relevant questions and make contributions in group
activities
*TLW recognize that print represents spoken language and conveys meaning
*TLW know that print moves left-to-right, top-to-bottom on a page
*TLW understand that written words are separated by spaces
*TLW know the difference between letters and words
*TLW recognize how readers use punctuation/capitalization to comprehend
*TLW understand that spoken words are represented in written language by
specific sequences of letters
*TLW recognize that different parts of a book such as cover, title page, and
table of contents offer information
*TLW produce rhyming words and distinguish rhyming words from
non-rhyming words
*TLW understand that written words are composed of letters that represent
sounds
*TLW learn and apply letter-sound correspondences to begin to read
*TLW use prior knowledge to anticipate meaning and make sense of texts
*TLW listen to stories being read aloud
*TLW participate actively when predictable and patterned text are read aloud
*TLW describe how illustration contribute to the text
*TLW distinguish fiction from nonfiction
*TLW understand literary terms by distinguishing the roles of author and
illustrator
*TLW listen responsively to stories and other texts read aloud
*TLW ask and answer relevant questions and make contributions in group
activities
*TLW recognize that print represents spoken language and conveys meaning
*TLW know that print moves left-to-right, top-to-bottom on a page
*TLW understand that written words are separated by spaces
*TLW know the difference between letters and words
*TLW recognize how readers use punctuation/capitalization to comprehend
*TLW understand that spoken words are represented in written language by
specific sequences of letters
*TLW recognize that different parts of a book such as cover, title page, and
table of contents offer information
*TLW produce rhyming words and distinguish rhyming words from
non-rhyming words
*TLW understand that written words are composed of letters that represent
sounds
*TLW learn and apply letter-sound correspondences to begin to read
*TLW use prior knowledge to anticipate meaning and make sense of texts
*TLW listen to stories being read aloud
*TLW participate actively when predictable and patterned text are read aloud
*TLW describe how illustration contribute to the text
*TLW distinguish fiction from nonfiction
*TLW understand literary terms by distinguishing the roles of author and
illustrator
| "Schedule" for Focus Poetry |
day 1:
introduce poem, invite predictions, discuss the message
day 2:
read poem together, discuss new/interesting vocabulary
day 3:
read poem together, use poem to introduce or reinforce any new print
concepts
day 4:
read poem together, move/stamp/clap/snap to the rhythm, reinforce print
concepts
day 5:
students add poem to poetry journal, then illustrate and take it home to
share with their families
introduce poem, invite predictions, discuss the message
day 2:
read poem together, discuss new/interesting vocabulary
day 3:
read poem together, use poem to introduce or reinforce any new print
concepts
day 4:
read poem together, move/stamp/clap/snap to the rhythm, reinforce print
concepts
day 5:
students add poem to poetry journal, then illustrate and take it home to
share with their families
Here are some examples
of what the student
might do with his/her
poetry journal.
of what the student
might do with his/her
poetry journal.
Here are some of the
poems we've used this
year:
poems we've used this
year:
"Apple Tree"
"Bones"
"Down, Down"
"Sheep"
"Tale of a Tail"
"Humpty Dumpty"
"Jack Be Nimble"
"Miss Muffet"
"Santa"
"The Secret"
"Twinkle, Twinkle"
"Jack Frost"
"Dinosaur Pie"
"Dinosaur Stomp"
"Valentine Snowman"
"I Am A Cowboy"
"I Am A Cowgirl"
"When Tillie Ate the Chili"
"Bones"
"Down, Down"
"Sheep"
"Tale of a Tail"
"Humpty Dumpty"
"Jack Be Nimble"
"Miss Muffet"
"Santa"
"The Secret"
"Twinkle, Twinkle"
"Jack Frost"
"Dinosaur Pie"
"Dinosaur Stomp"
"Valentine Snowman"
"I Am A Cowboy"
"I Am A Cowgirl"
"When Tillie Ate the Chili"
After illustrating this poem, this
student highlighted the focus
sight word "in". Then she
discovered "my" and digraph
"th" in the text, too. So she
highlighted them as well.
student highlighted the focus
sight word "in". Then she
discovered "my" and digraph
"th" in the text, too. So she
highlighted them as well.
This student highlighted known
words. Later she went back and
started to highlight the vowels.
You can see the cummulative
effect! The possibilities are
limitless...
words. Later she went back and
started to highlight the vowels.
You can see the cummulative
effect! The possibilities are
limitless...
*Click on book
covers for summaries,
reviews, and
purchase
info from Amazon.com.
covers for summaries,
reviews, and
purchase
info from Amazon.com.
