1. Poetry for ELLs Nutrition for Language Development

2. Let’s analyze the TEKS Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: 3.5(A) paraphrase the themes and supporting details of fables, legends, myths, or stories; Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: 4.3(A) Summarize and explain the lesson or message of a work of fiction as its theme; Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: 5.3(A) compare and contrast the themes or moral lessons of several works of fiction from various cultures; 5.3(C) explain the effect of a historical event or movement on the theme of a work of literature.

3. Challenges for our students

4. How can poetry help our ELL students?

5. Reasons for Poetry Poetry provides a high quality language model Even non-English speakers can feel the rhythm, and music of a poem Poetry provides the opportunity for listening and speaking Simple language may express very complex ideas It addresses human experience across cultures Provides good opportunities for pronunciation exercises for individual words, and sentence melody, and intonation Perfect text to learn by heart, and acquire sentence structure, and vocabulary

6. Advantages of Poetry for ELL

7. Poetry and ELLs Sounds Fluency Vocabulary Comprehension

8. Sounds Patterns Stress Rhyme Rhythm

9. Poems can be categorized according to their sound. o Onomatopoeia o Alliteration o Rhyming o Assonance o Consonance

10. SOUND EFFECTS SENSORY IMAGES STANZAS WHO IS SPEAKING? THEME: WHAT IS THE MESSAGE? AUTHOR’S PURPOSE INTENDED AUDIENCE TONE Poetry is the target Consonance Rhyming Assonance Alliteration Onomatopoeia

11. Say and Touch

12. Vocabulary Literal and Figurative Meaning Painting with Words Sensory Images Easy to remember

13. Waiting Room Zoo

15. FLUENCY Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

16. Humpty Dumpty Fluency Humpty Dumpty sat on a wall Humpty Dumpty had a great fall All the king’s horsemen and all the king’s men Couldn’t put Humpty together again!

17. FLUENCY Phrasing Intonation Prosody Rhythm In Plano, o 3 rd grade: from 90 to 100 WPM o 4 th grade: from 100 to 120 WPM o 5 th grade: from 120 to 135 WPM

18. Comprehension Making Emotional Connections Deep Thinking Inferring and Drawing Conclusions

19. Stage Fright Read the poem at your table. What comprehension skills could be addressed through this poem?

20. Bringing it all together How do sounds, images, emotions and thoughts contribute to the theme of the poem?

21. Poets about poetry “It is blood, imagination, intellect running together…It bids us to touch and taste and hear and see the world, and shrink from all that is of the brain only.” William Butler Yeats “…A tough life needs a tough language- and that is what poetry is. That is what literature offers– a language powerful enough to say how it is. It isn’t a hiding place. It is a finding place.” Jeanette Winterson

22. Find the poems that wake you up, that allow you to marvel at the miracle of language and its power!