| Texas/Rodeo Poems |
| "I Am A Cowboy" |
Focus Poetry
day 1:
introduce poem, invite predictions, discuss the
message
day 2:
read poem together, discuss new/interesting
vocabulary
We brainstormed other words that meant the same as
Stetson, broncos, and calves.
day 3:
read poem together, use poem to introduce or
reinforce any new print concepts
We reviewed known sight words. We also talked about
compound words, such as campfire and cowboy. Then
we came up with more: horseshoe, cowgirl, bluebonnet,
etc.
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
They illustrated the poem and then "highlighted" (with
yellow crayon) the compound words, as well as any other
known words..
day 1:
introduce poem, invite predictions, discuss the
message
day 2:
read poem together, discuss new/interesting
vocabulary
We brainstormed other words that meant the same as
Stetson, broncos, and calves.
day 3:
read poem together, use poem to introduce or
reinforce any new print concepts
We reviewed known sight words. We also talked about
compound words, such as campfire and cowboy. Then
we came up with more: horseshoe, cowgirl, bluebonnet,
etc.
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
They illustrated the poem and then "highlighted" (with
yellow crayon) the compound words, as well as any other
known words..
| "I Am A Cowgirl" |
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
We reviewed known sight words. We also talked about
compound words, such as longhorn, mockingbird, and
cowgirl.
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
They illustrated the poem and then "highlighted" (with
yellow crayon) the compound words, as well as any
other known words.
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
We reviewed known sight words. We also talked about
compound words, such as longhorn, mockingbird, and
cowgirl.
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
They illustrated the poem and then "highlighted" (with
yellow crayon) the compound words, as well as any
other known words.
| "When Tillie Ate the Chili" |
Focus Poetry
day 1:
introduce poem, invite predictions, discuss the
message
day 2:
read poem together, discuss new/interesting
vocabulary
We acted out the word "erupted," and came up with
definitions for steaming, gulped, and quart..
day 3:
read poem together, use poem to introduce or
reinforce any new print concepts
We reviewed known sight words. We also talked about
word endings: -ing and -ed.
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
They illustrated the poem and then "highlighted" (with
yellow crayon) the endings "-ing" and "-ed."
day 1:
introduce poem, invite predictions, discuss the
message
day 2:
read poem together, discuss new/interesting
vocabulary
We acted out the word "erupted," and came up with
definitions for steaming, gulped, and quart..
day 3:
read poem together, use poem to introduce or
reinforce any new print concepts
We reviewed known sight words. We also talked about
word endings: -ing and -ed.
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
They illustrated the poem and then "highlighted" (with
yellow crayon) the endings "-ing" and "-ed."