Exploring Poetry for Children with Embedded Strategy Instruction EDC425

Objectives Review questions from readings Appreciate the use of poetry in the elementary classroom Become familiar with elements of poetry, poets, & online resources Learn and practice how to embed strategy instruction into poetry readings using a metacognitive framework Participate in a Poetry Workshop (Book Activity #1) & publish your poem on a wiki

To begin… What questions do you have from your readings? Our class website/wikispace edc425uri.wikispaces.com

The Wonder of Poetry Poems can welcome children (old and young) into your classroom without overwhelming those who struggle with reading Poems can communicate implicit messages about your classroom culture Poems can boost self-esteem and provide space to laugh about our differences

Popular Poets for Children Shel Silverstein. Where the Sidewalk Ends; A Light in the Attic. Jack Prelutsky. Poems for Laughing Out Loud; A Pizza the Size of the Sun. Judith Viorst. If I Were In Charge of the World. Arnold Lobel. Random House Book of Poetry (illustrated); Whiskers & Rhymes. Kalli Dakos. If You’re Not Hear, Please Raise Your Hand.

Online Poetry Resources Giggle Poetry The Children’s Poetry Archive The Children’s Poetry Bookshelf Word Scramble flashgames/words.html flashgames/words.html Online Magnetic Poetry Shocked Poetry Homework Extra Credit:

Poems do more than rhyme! (Hancock Chapter 5) Elements of poems –Rhythm –Rhyme –Imagery –Figurative language –Shape and Spacing

Forms of Poetry (Hancock Chapter 5) Narrative - they tell a story Lyrical- captures songlike qualities of language or objects Limericks - 5 line nonsense verse with certain rhyming sequence Free Verse - no pattern Haiku - 17 syllables: 5/7/5 Concrete (e.g., acrostic, shape poems)

Key Reading Strategies MONITOR AND CLARIFY PREDICT MAKE CONNECTIONS QUESTION VISUALIZE SUMMARIZE

Metacognitive Teaching Framework #1 Think Aloud –Introduce, Explain, and Define Strategy Components –Notice and apply strategy components –Clarify strategy purpose #2 Refine (small and whole group practice) #3 Let Strategy Use Gel (apply in literature circles and content area studies) #4 Self-assessment/goal setting –Reflect, monitor, and increase use of strategies Kelly & Clausen-Grace, 2007

Think back to your Quick Write Did you find it difficult to think aloud in front of someone else? Why or why not? Did thinking aloud help increase your own understanding of the text? Why/how or why not? Would it help to have a “think-aloud plan” when modeling strategy use for students?

What might a “think-aloud plan” look like? See your handouts for an example of thinking aloud about Monitoring and Clarifying. See each chapter of the Kelly & Clausen- Grace book for other examples. Be thinking…you will be asked to create a few of these scripts for your book activities and to share/try out your scripts in class.

Think-Aloud Monitor and Clarify (Embedded with Poetry) Introduce, Explain, and Define –See handout 1 for a model/script Notice and Apply - Who Hath A Book –See handout 2 for a model/script Your turn to Notice and Apply as you read T.S. Eliot’s Macavity: The Mystery Cat

Drafting a Think-Aloud Plan 1.Read through the poem and underline places to monitor and clarify. 2.Draft a think-aloud of your fix-up strategies and label it THINK 1 (T1) in notes & on poem. 3.Draft a student response where they “noticed” what you did. Label it Student 1 (S1) in notes & on poem. 4.Continue this process with T2/S2; T3/S3; etc. 5.Be prepared to share with your partner.

To summarize… Why is it effective to blend reader response to literature and cognitive strategy instruction to teach your students how to comprehend what they read?

Benefits of Reader Response View of Literature & Teaching Experience reading success Meet diverse needs Become risk takers Assume responsibility for learning Make personal connections Encourage higher-level thinking Understand reading as a process Appreciate literary quality Hancock, 2008

Benefits of Using the Metacognitive Teaching Framework It promotes discussion. It provides a common language. It makes strategy use explicit. It provides a routine to help students connect the range of reading strategies. It is not text-dependent. It helps ALL readers comprehend better. It develops a bonded community of literacy learners. Kelly & Clausen-Grace, 2007

Homework Genre: Chapter 5 Poetry Genre: Chapter 11 Literature as a Model for Writing Extra Credit: Explore one of the poetry websites and post a comment on the wikispace - it’s EASY!! :-)