http://go.esc18.net/k
• Have competent working memories
• Have rich vocabularies
• Are active readers who want to make
sense of the text
• Monitor comprehension & repair
misunderstanding
• Modeling
• Choosing appropriate texts
• Building vocabulary
• Looking at title & text structure
• Making predictions
• Questioning character relationships,
goals, & motivations
•How do you know?
•Why?
• Generating, discussing, & clarifying prior
knowledge
• Making cross-curricular connections
Students understand, make inferences, & draw conclusions
about the structure and elements of poetry & provide
evidence from text to support their understanding. Students
are expected to:
K.7A - respond to rhythm & rhyme in poetry
through identifying a regular beat & similarities in
word sounds.
1.8A - respond to and use rhythm, rhyme, and
alliteration in poetry.
2.7A - describe how rhyme, rhythm, and repetition
interact to create images in poetry.
1. Choose an appropriate poem
- school or classroom library
- textbooks
- laughalotpoetry.com
- gigglepoetry.com
- poetry4kids.com
- poetryguy.com
2. Select vocabulary to build schema
Something Missing
by Shel Silverstein
from A Light in the Attic
I remember I put on my socks,
I remember I put on my shoes.
I remember I put on my tie
That was printed
In beautiful purples and blues.
I remember I put on my coat,
To look perfectly grand at the dance,
Yet I feel there is something
I may have forgot—
What is it? What is it? . . .
3. Introduce vocabulary
4. Look at the title & text structure
5. Make predictions
What will this poem be about?
What experiences have you had that relate to
this title?
6. Ask questions & discuss connections
tie
gran
d
danc
e
Something Missing
by Shel Silverstein
from A Light in the Attic
I remember I put on my socks,
I remember I put on my shoes.
I remember I put on my tie
That was printed
In beautiful purples and blues.
I remember I put on my coat,
To look perfectly grand at the dance,
Yet I feel there is something
I may have forgot—
What is it? What is it? . . .
Something Missing
by Shel Silverstein
from A Light in the Attic
I remember I put on my socks,
I remember I put on my shoes.
I remember I put on my tie
That was printed
In beautiful purples and blues.
I remember I put on my coat,
To look perfectly grand at the dance,
Yet I feel there is something
I may have forgot—
What is it? What is it? . . .
STAAR Stems:
The speaker in this poem is a person who…
By the end of the poem, the reader realizes that the speaker…
What is emphasized by the repetition of the words “I remember” in the
poem?
Students write literary texts to express their ideas & feelings
about real or imagined people, events, & ideas. Students are
expected to:
K.14B - write short poems.
1.18B - write short poems that convey sensory
details.
2.18B
A poem is a collection of words that express an
emotion or idea.
What do you
want to share
with others?
1. Choose an appropriate poem
2. Select vocabulary to build schema
3. Introduce vocabulary
4. Look at the title & text structure
5. Make predictions
6. Ask questions & discuss connections
7. Make cross-curricular connections
- connect reading to writing
- relate to other content areas
- read another poem, then compare
Campus Support Day Options
- co-teach a lesson
- model a lesson
- support lesson preparation
- meet during conference time
What I Need From You
http://go.esc18.net/r
eflect
Contact
Information
Tracy Harper
tharper@esc18.net
Christel Applon
capplon@esc18.net
Robyn Jackson
rjackson@esc18.net