6(A) forms of poetry...

Reading/ Comprehension of Literary Text/ Poetry Students understand,  make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understandings.
K	1	2	3	4	5
7(A) respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds.	8(A) respond to and use rhythm, rhyme and alliteration in poetry	7(A) describe how rhyme, rhythm and repetition interact to create images in poetry	6(A) describe the characteristics of various forms of poetry and how they create imagery (e.g. narrative poetry, lyrical poetry, humorous poetry, free verse)	4(A) explain how the structural elements of poetry (e.g. rhyme, meter, stanza, line breaks) relate to form	4(A) analyze how poets use sound effects (e.g. alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems.
describe the characteristics of various forms of poetry and how they create imagery (e.g. narrative poetry, lyrical poetry, humorous poetry, free verse)

 Third and fourth grade students are responsible for the following forms:

• Narrative - Narrative Poems are poems that tell stories. There is a beginning, which introduces the background to the story, a middle, which tells the action of the event, and an end, which concludes and summarizes the story.
• Lyric- Lyric Poems, such as a sonnet or an ode, express the thoughts and feelings of the poet
• Humorous -Poetry full of wit and wisdom that will tickle your funny bone and bring a smile to your face
• Free Verse - Free Verse Poems do not have a set pattern of rhythym or rhyme.The poet tries to keep words that go together on the same line, but, sometimes the poet may break the words if he wants to create a visual shape.

Structural Elements of Poetry, based on 4th grade TEK's:

• rhyme - The basic definition of rhyme is two words that sound alike. The vowel sound of two words is the same, but the initial consonant sound is different. Rhyme is perhaps the most recognizable convention of poetry, but its function is often overlooked. Rhyme helps to unify a poem; it also repeats a sound that links one concept to another, thus helping to determine the structure of a poem
• meter - Meter is the rhythm established by a poem, and it is usually dependent not only on the number of syllables in a line but also on the way those syllables are accented. This rhythm is often described as a pattern of stressed and unstressed syllables.
• stanza -
  Two or more lines of poetry that together form one of the divisions of a poem. The stanzas of a poem are usually of the same length and follow the same pattern of meter and rhyme. Stanzas aren't necessary in a poem, but they are pretty important if you're writing a long poem. If you're writing a ten-thousand-lined poems without a break, the audience will get tired just by looking at it. By having a break and dividing the poem into sections, the audience will be more attracted to the poem. Also, each stanza has each new idea so it'll be easier to jump into a new idea if there's a division in between. It's just simply nice to have a break in something which is super long.
• line breaks -
  

  There are an infinite number of ways in which to determine where to break a line when writing a poem. Basically, there are no hard and fast rules. Different poets choose to break their lines in different places depending on the feeling they are seeking to convey. Where a line breaks in a poem determines the pace and tension of the poem.

  
  

Poetry Notebooks
Ways for young students to interact with the poem:
1. highlight new vocabulary words
2. mark words with common spelling rules
3. highlight punctuation that is being studied
4. color code rhyming words
5. order the lines in the poem by arranging pieces of the poem
6. Begin to introduce the most basic poetic terms without over analyzing the poems you read. For example, in the poetry notebook, a child can highlight similes, metaphors, personification, alliteration, and consonance.
7. and of course, for fluency's sake, students can read and reread, perform for groups of 2 or an entire class, share it with family and more.....

13 (D) Text Features

Reading/ Comprehension of Informational Text/ Non-Fiction Students analyze, make inferences and draw conclusions about expository text and provide evidence from the text to support their understanding
K	1	2	3	4	5
10(D) use titles and illustrations to make predictions about text	14(D) use text features (e.g. table of contents, index, headings) to locate specific information in text		13(D) use text features (e.g. bold print, captions, key words, italics) to locate specific information and make predictions about contents of text	11(D) use multiple features (e.g. guide words, topic and concluding sentences) to gain an overview of the contents of text and to locate information	Use multiple text features and graphics to gain an overview of the contents of text and to locate information
use text features  (e.g. bold print, captions, key words and italics) to locate specific information   use multiple features  (e.g. bold print, captions, key words and italics) make predictions about contents of the text

Activities:

Comprehension Toolkit Book 2- Lesson 4 Follow the Text Signpost

Linda Hoyt – RATT – Distinguishing Fiction/Nonfiction - page 85
Resources in Tweety =

Text Feature Posters
Text Feature Activities found in tweety....

Triple Text Features Match Up

Find the Text Features

Nonfiction Topic Log

Informational Book Scavenger Hunt

Feature Purpose T-Chart

Write Your Own Nonfiction Book with Text Features

Text Features Match Up



Here is a teacher's anchor chart for Inferring
















Anchor Activities:

Text Feature Activities found in tweety....

Possible Test Questions:

Supp...5(A) paraphrase themes & supporting details in ...(supporting)

5(A)  paraphrase the themes and supporting details of fables, legends, myths, or stories


This is a teacher's site, Beth Newington.  Once you follow the link, you will scroll down to Reading Workshop.  In that menu of choices, click on Theme Study and Posters. If you have time to shop around, she has many other great ideas and resources

http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/

This is an example of the theme posters and how she uses them

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Here are a few anchor charts and ideas for understanding what a theme is and identifying a theme:

Possible Questions:

One of  the 4th grade released sample questions:

Both the poem and the selection express the importance of -
                a) thinking a out others
                b) making new friends
                c) being accepting of others
                d) overcoming challenges

One of the 3rd grade released sample questions:

What is the main message in the poem:
                a) It is important for owners to train their pets
                b) it is difficult to care for some pets
                c) dogs and people are very different
                d) pets and their owners can make each other happy

13(B) Drawing Conclusions

Reading/ Comprehension of Informational Text/ Non-Fiction Students analyze, make inferences and draw conclusions about expository text and provide evidence from the text to support their understanding
K	1	2	3	4	5
10(B) retell important facts in a text, heard or read	14(B) identify important facts or details in text, heard or read	14(B) locate the facts that are clearly stated in text	13 (B) Draw conclusions from the facts presented in the text and support those assertions with textual evidence	11 (B) Distinguish fact from opinion in a text and explain how to verify what is a fact	11(B) Determine the facts in text and verify them through established methods
Draw conclusions from the facts presented in the text Support those assertions with textual evidence

• What is the difference between a conclusions and an inference??
• drawing conclusions = use of facts and inferences to make a judgement or decision
• inferenc = to draw meaning from a combination of clues in the text with out explicit reference in the text

• Linda Hoyt - Read Aloud Think Together - Drawing Conclusions page 37

•  Here are a few activities that do not require reading materials for explaining the concept

Guess the Emotion

Divide the class into groups and give each group an index card with an emotion written on it. Instruct each group to come up with several “hints” that would describe a person who is feeling that emotion. For example, the group that has the emotion “angry” might list “red-faced” and “fists clenched” as two of the hints. Then have groups pair up and trade hints to see whether they can draw conclusions about how the person feels based on the given hints. This is a great drawing conclusion activity to teach students how to draw conclusions about characters in texts they are reading.

 

You Are What You Bring

Tell the class that you will be describing the contents of someone’s bag, as well as what the bag looks like. Explain that it will be their job to draw conclusions about the person based on what you say is in the person’s bag. You might describe a tiny pink purse lined with sequins and feathers with a tube of lipstick and a hand mirror, a bulky gym bag with a sweatband and a set of hand weights, or a knapsack filled with library books about Abraham Lincoln. After you’ve given them several examples, let them break into groups and come up with bags of their own. Encourage them to trade their descriptions with other groups and see whether the second group draws the same conclusions that the first group had in mind. Then discuss whether any of their conclusions lacked enough support to be probable.

Pictures

For students who are having trouble drawing conclusions from texts, it can be helpful to give them a different medium with which to practice this skill. Find some interesting pictures, either online or in some old photo albums, and ask students to draw conclusions based on what is happening in the pictures. They might draw conclusions about the relationships of the people in the pictures, the emotions that each person in the picture feels, or the setting in which the picture takes place. Then explain that reading a story is like seeing a snapshot in time, and that drawing conclusions about the picture the author presents us in the story can help us to better understand the story, just like drawing conclusions about the picture helped us better understand what was happening in the picture.

Situation Match

• In the situation inference activity, students use printed cards to match a situation to something that might have happened. Teachers print actions on half of the cards and matching situations on the other half. Use index cards or an online card game maker to create the cards.

  Actions such as "He heard the siren and suddenly pulled the car off the side of the road" must be matched with situations such as "The police officer's radar caught the car driving 30 miles an hour over the speed limit." Two students take turns flipping all the cards upside down and then turn over two cards at a time to find matching actions and situations.

Character Quotes

• The character quotes activity utilizes student knowledge of well-known story characters. During the matching activity, students must infer phrases a character might say based on knowledge of the character.

  Teachers can print out the character names and quotes. For example, a teacher may print Dorothy from the "The Wizard of Oz" and "Where is my little dog lost during the tornado?" on a piece of paper, and then cut the two apart. One half of the students receive character names and the other half receive the character quotes. Students circulate around the room attempting to match quotes to characters.

Mystery Box

• Items in a mystery box provide students with clues to help infer what activity someone might be doing. Teachers can use shoeboxes to create the mystery boxes. Students open the box to find such items as a straw hat, sunscreen, book, bucket, shovel and towel. After inferring and guessing what someone might be doing, students write guesses and place them in a container the teacher checks daily or weekly.

Receipt Inference

• Teachers can gather receipts from variety or discount stores that contain lists of 10 or more items. Students participate in partners or groups. Once given a receipt, students analyze the items to make inferences about the person who bought that particular list of items. For instance, a receipt containing newborn diapers, large diapers, frozen dinners and a teen pop star's CD might suggest that a father was shopping for the family. Students might infer the family had a new baby and toddler, based on the frozen dinners and diapers. The students might also say the family had a preteen or teenager because of the CD. Writing a story about the family adds creative writing to the activity.

• Draw Conclusions about a character or event using Aesop's Fables :  here is a link to a lesson that demonstrates this with "The Grasshopper and the Owl"  http://www.teachervision.fen.com/fables/lesson-plan/4883.html

2nd 9 Weeks @ a Glance

	1	2	3	4	5	6	7	8	9
TEK	10	11	12	13	14	15	16	17	18
2(B) locate facts and support w/ evidence	x			x	x
4(A) prefixes / suffixes	x	x
4(B) context clues	x	x		x
13(B) draw conclusions –exp.		x	x	x		x
Figure 19(D) inferences		x	x	x		x	x		x
8(A) sequence & sum plots main events			x
8(B) characters			x		x
Figure 19 (E) summarize			x	x		x	x
13(C)  cause/effect in exp				x		x
13(d) text features				x		x
13(A) identify details that support a main idea  - exp						x