Download Preview - Stanford House HK

Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Differentiation . . . . . . . . . . . . . . . . . . . . . . .7
How to Use This Book . . . . . . . . . . . . . . . .9
Standards Correlations . . . . . . . . . . . . . . .12
Standards Correlations Chart. . . . . . . . . .13
Activity Skill—Correlation Chart . . . . . . .14
About the Poets . . . . . . . . . . . . . . . . . . . . .15
Poems, Lessons, and Activities . . . . . . .16
My Cat . . . . . . . . . . . . . . . . . . . . . . . . . . .16
It Began with the Frog . . . . . . . . . . . . . .20
I Love You . . . . . . . . . . . . . . . . . . . . . . . .24
I Need You. . . . . . . . . . . . . . . . . . . . . . . .28
Bugs on My Rug . . . . . . . . . . . . . . . . . . .32
My Candle . . . . . . . . . . . . . . . . . . . . . . . .36
Sitting in a Tree . . . . . . . . . . . . . . . . . . . .40
Red Means Stop . . . . . . . . . . . . . . . . . . .44
Prissy Missy . . . . . . . . . . . . . . . . . . . . . . .48
Treats . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Summer . . . . . . . . . . . . . . . . . . . . . . . . . .56
My Dog Jen . . . . . . . . . . . . . . . . . . . . . . .60
Ladybug . . . . . . . . . . . . . . . . . . . . . . . . . .64
Lemonade . . . . . . . . . . . . . . . . . . . . . . . .68
Home Run . . . . . . . . . . . . . . . . . . . . . . . .72
School Is Out . . . . . . . . . . . . . . . . . . . . . .76
Ham and Eggs . . . . . . . . . . . . . . . . . . . . .80
Hide-and-Seek. . . . . . . . . . . . . . . . . . . . .84
In the Car . . . . . . . . . . . . . . . . . . . . . . . .88
Bug in a Rug . . . . . . . . . . . . . . . . . . . . . .92
Fun in the Sun. . . . . . . . . . . . . . . . . . . . .96
Bath Time . . . . . . . . . . . . . . . . . . . . . . .100
Going Out . . . . . . . . . . . . . . . . . . . . . . .104
©Shell Education
Y
s' L
er ON
ch n
ea tio
r t ec
Fo sp
in
Table of Contents
Surprise!. . . . . . . . . . . . . . . . . . . . . . . . .108
My Friend Sam . . . . . . . . . . . . . . . . . . .112
One Big Wreck . . . . . . . . . . . . . . . . . . .116
Lunchtime . . . . . . . . . . . . . . . . . . . . . . .120
Pizza Pie. . . . . . . . . . . . . . . . . . . . . . . . .124
Hiking Home. . . . . . . . . . . . . . . . . . . . .128
Hot Dogs . . . . . . . . . . . . . . . . . . . . . . . .132
Answer Key . . . . . . . . . . . . . . . . . . . . . . . .136
References Cited . . . . . . . . . . . . . . . . . . .143
Contents of the CDs. . . . . . . . . . . . . . . . .144
#50675—The Poet and the Professor: Poems for Building Reading Skills
3
Y
s' L
er ON
ch n
ea tio
r t ec
Fo sp
in
Research
Developing students’ reading skills is a
critical skill that begins in the primary
grades. As you use the poems, lessons,
and activities in this book, you will not only
be providing instruction based on solid
educational research, but also giving students
opportunities to learn and practice specific
academic standards.
The Poet and the Professor: Poems for
Building Reading Skills is designed to provide
high-interest instructional texts and lessons
based on best practices in reading education.
Each poem has an accompanying lesson plan
with ideas for phonemic awareness, phonics,
vocabulary, fluency, and comprehension
activities based on the poem.
In an effort to identify the best practices in
reading instruction, the National Reading
Panel (2000) reviewed thousands of studies
to determine key elements of effective
reading instruction. The five essential
areas of reading instruction are: phonemic
awareness, phonics, vocabulary, fluency,
and comprehension. The lessons in this
book reflect these five elements of reading
instruction.
Phonemic Awareness
Phonemic awareness refers to the awareness
of the sounds of language and how language
sounds work together to create words.
Research shows that phonemic awareness is
an excellent predictor of a student’s future
reading success (Adams 1990; Stanovich
1986; Yopp 1988). Although many students
develop phonemic awareness informally,
evidence suggests that phonemic awareness
can be developed through direct instruction
(Ball and Blachman 1991). Activities such
as identifying, isolating, and categorizing
phonemes, blending sounds to make words,
segmenting sounds in words, and adding,
4
deleting, and substituting phonemes require
students to manipulate sounds in order to
gain a better understanding of words (Yopp
1992; National Reading Panel 2000).
Each lesson in The Poet and the Professor:
Poems for Building Reading Skills provides a
phonemic awareness activity to train students
in this important reading skill. Using words
from the poem as a springboard, students are
asked to manipulate phonemes. Although
most of the phonemic awareness tasks are
presented orally, there are also numerous
activity pages that support phonemic
awareness concepts. (See the Activity Skill—
Correlation Chart on page 14.)
Phonics
During phonics instruction, students connect
language sounds with corresponding written
letters to see how they work together to
form words that can be both read and
written. Based on its review of studies, the
National Reading Panel reports that explicit
and systematic phonics instruction is an
effective way to help students gain and apply
knowledge of letter/sound relationships. The
poems and activities in this book provide
explicit ways to teach and reinforce phonics
concepts appropriate to the primary grades.
The activities and teaching suggestions
provided in each lesson are designed to
help students improve word recognition and
spelling skills. The activities focus on words
or spelling patterns found in the poems.
#50675—The Poet and the Professor: Poems for Building Reading Skills
©Shell Education
Y
s' L
er ON
ch n
ea tio
r t ec
Fo sp
in
How to Use This Book
The Teacher Resource CD
contains a variety of resources
that can be used to enhance
the lessons provided in this
book. The poem pages can be
photocopied on a transparency,
displayed on an interactive whiteboard, or
printed and copied for each student. The
activity pages are included on the Teacher
Resource CD. Finally, provided on the CD is
a page-turning ebook that includes all of the
poems used in this book. This page-turning
ebook allows students to refer to all the
poems in a digital format can be displayed
on an interactive whiteboard for easy viewing
during a whole-class lesson.
The Poet and the Professor: Poems for
Building Reading Skills is a succession of
lessons built around a compilation of poems.
The components are this book (which is a
teacher’s resource for using the poems to
build reading skills), the Audio CD, and the
Teacher Resource CD.
'PSVTF
XJUIFJUIFS
.BDJOUPTI¡
PS8JOEPXT¡
4&1
J
Teacher Resource CD
5IJT$%DPOUBJOTBQBHFUVSOJOHFCPPLSFQSPEVDJCMF
UFBDIFSSFTPVSDFNBUFSJBMTBOETUVEFOUBDUJWJUZQBHFT
¥$PQZSJHIU"MM3JHIUT3FTFSWFE
This book features 30 original poems.
Accompanying each poem is a lesson
plan that contains the sections Phonemic
Awareness, Phonics, Vocabulary, Fluency,
Comprehension, and a Word Study
Extension. Information and ideas about how
to relate the poem to each of these areas is
provided on this page. For more information
about each section, see the Research section
of this book (pp. 4–6). In addition, two
activity pages are provided that correspond to
selected sections of the lesson plan.
The Audio CD contains recordings of each
of the poems in the book.
Students can follow the text
on their own copies of the
poem pages, on an interactive
whiteboard, or on an overhead
projector.
'PSVTF
XJUIFJUIFS
.BDJOUPTI¡
PS8JOEPXT¡
4&1
J
Audio CD
5IJT$%DPOUBJOTBVEJPàMFT
¥$PQZSJHIU"MM3JHIUT3FTFSWFE
Lesson Plan
Lesson 2
Name: ____________
Frog
following
It Began with the
te some or all of the
during, or
the poem. Comple
Fluency
ness
Phonemic Aware
22.
up an action or sound
• Have students make
as
of the poem. Then
effect for each line
them
poem, encourage
students read the
or make the sound
to perform the actions students read the
, as
example
For
effects.
In
jump like a frog.
first line, they can
make
can
they
lines,
the second and third
For the final
the dog and jeep sounds.
as if
hold their hands up
line, students can
“not now.”
indicating “stop” or
the poem two or three
• Have students read
actions.
the
ing
times while perform
of page
• Distribute copies
the
sound they hear at
• Ask students what
frog (/f/ sound).
beginning of the word
to
use an orange crayon
• Tell students to
with the same
circle words that begin
frog.
word
the
as
sound
the
sound they hear at
what
s
student
Ask
•
dog (/d/ sound).
beginning of the word
to
use a brown crayon
• Tell students to
with the same
circle words that begin
dog.
word
the
as
sound
in
could be going on
so
• Ask students what
the animals to make
the poem to cause
sheep
do they think the
much noise. Why
is saying “Not now!”?
a picture to show
• Have students draw
then
can
s
Student
what has happened.
with a partner.
share their pictures
ht
for students. Highlig
• Display the poem
line. Read the
the last word in each
in
the rhyming words
words aloud. Chart
jeep, sheep). Have
the poem (frog, dog;
that are the
letters
the
students identify
of these words.
same for each pair
with
think of more words
• Ask students to
Add
patterns.
the -og and -eep spelling smog, fog, hog,
list:
these words to your
beep, and deep.
and jog; keep, steep,
2. The pool is very
and the Professor:
Poems for Building
©Shell Education
Words About
Animals
gh the __________
_______________
_______________
__.
_______________
9.
8.
7.
___.
_______________
3. I _______________
made
identify the noises
• Ask students to
the
in the poem. List
by the frog and dog
or
sounds on the board
animal names and
paper.
on a sheet of chart
and
animals
name other
• Ask students to
Add these to your
make.
they
the sounds
list.
#50675—The Poet
1. I could not see
throu
word concepts from
Vocabulary
20
Words with -og
II. Directions:
Read each sente
nce. Write the
word. Use the Word
missing
Bank for help.
6.
5.
—Tim Rasinski
sion
Word Study Exten
Use page 23 to extend
the poem.
Words with -eep
3.
2.
4.
______________
I. Directions: Write
words from the
poem in the corre
groups. Then add
ct
new words to each
group.
=
=
“Croak, croak,” calle
d the frog.
“Ruff, ruff,” barked the
dog.
“Honk, honk,” beeped
the jeep.
“Not now!” cried the
sheep.
Comprehension
Phonics
Name: ____________
Word Building
an
Say the word. Use
at each picture.
the same
Directions: Look
res that begin with
the
to circle the pictu
orange crayon
n crayon to circle
frog. Use a brow
the word dog.
as
d
sound as the word
soun
with the same
pictures that begin
It Began with the Fro
g
Word Study
______________
Beginning Sounds
be completed before,
ideas to introduce
s on this page may
See pages 10–11 for
the week. The activitie on your students’ needs.
activities throughout
Select activities based
after reading the poem.
Lesson 2
ness
Phonemic Aware
Lesson 2
__ my money in
4. My __________
_____
_______________
a bank.
__ barks at stran
gers.
Word Bank
deep
Reading Skills
dog
fog
keep
©Shell Education
©Shell Education
#50675—The Poet
and the
Professor: Poems for
Building Reading
Skills
21
22
#50675—The Poet
and the Professor:
Poems for Building
Reading Skills
©Shell Education
©Shell Education
#50675—The Poet
and the
Professor: Poems for
#50675—The Poet and the Professor: Poems for Building Reading Skills
Building Reading
Skills
23
9
Dr. Timothy Rasinski,
Ph.D, is a Professor of
Education in the Reading
and Writing Center at
Kent State University,
Ohio, where he directs
the reading clinic. His
scholarly interests include
reading fluency, word study, reading in
the elementary and middle grades, and
readers who struggle. He has served on
the Board of Directors of the International
Reading Association and is widely published
in reading journals. His book The Fluent
Reader provides background information
and practical applications for the teaching
of fluency. Dr. Rasinski speaks all over the
country to education audiences about reading
fluency. His research on fluency has been
cited by the National Reading Panel and was
influential in having fluency included as one
of the five essential components of reading
instruction in the Reading First legislation.
©Shell Education
Y
s' L
er ON
ch n
ea tio
r t ec
Fo sp
in
About the Poets
Karen McGuigan Brothers
recently retired from
the Reading and Writing
Development Center at
Kent State University,
Kent, Ohio. For nearly
30 years, she served as
the liaison for parents
and teachers inquiring about participation in
the Center’s testing and tutoring programs
in reading and also coordinated the
development of those programs. Through
exposure to children’s literature at the Center,
as well as her experience as a mother and
grandmother, she became familiar with
what subject matter appeals to children and
incorporates that into her poetry. In addition
to co-authoring The Poet and the Professor:
Poems for Building Reading Skills, she has
written children’s poems for numerous other
publications.
#50675—The Poet and the Professor: Poems for Building Reading Skills
15
Y
s' L
er ON
ch n
ea tio
r t ec
Fo sp
in
Lesson Plan
Lesson 2
It Began with the Frog
See pages 10–11 for ideas to introduce the poem. Complete some or all of the following
activities throughout the week. The activities on this page may be completed before, during, or
after reading the poem. Select activities based on your students’ needs.
Phonemic Awareness
• Distribute copies of page 22.
• Ask students what sound they hear at the
beginning of the word frog (/f/ sound).
• Tell students to use an orange crayon to
circle words that begin with the same
sound as the word frog.
• Ask students what sound they hear at the
beginning of the word dog (/d/ sound).
• Tell students to use a brown crayon to
circle words that begin with the same
sound as the word dog.
Phonics
• Display the poem for students. Highlight
the last word in each line. Read the
words aloud. Chart the rhyming words in
the poem (frog, dog; jeep, sheep). Have
students identify the letters that are the
same for each pair of these words.
• Ask students to think of more words with
the -og and -eep spelling patterns. Add
these words to your list: smog, fog, hog,
and jog; keep, steep, beep, and deep.
Vocabulary
Fluency
• Have students make up an action or sound
effect for each line of the poem. Then as
students read the poem, encourage them
to perform the actions or make the sound
effects. For example, as students read the
first line, they can jump like a frog. In
the second and third lines, they can make
the dog and jeep sounds. For the final
line, students can hold their hands up as if
indicating “stop” or “not now.”
• Have students read the poem two or three
times while performing the actions.
Comprehension
• Ask students what could be going on in
the poem to cause the animals to make so
much noise. Why do they think the sheep
is saying “Not now!”?
• Have students draw a picture to show
what has happened. Students can then
share their pictures with a partner.
Word Study Extension
Use page 23 to extend word concepts from
the poem.
• Ask students to identify the noises made
by the frog and dog in the poem. List the
animal names and sounds on the board or
on a sheet of chart paper.
• Ask students to name other animals and
the sounds they make. Add these to your
list.
20
#50675—The Poet and the Professor: Poems for Building Reading Skills
©Shell Education
Y
s' L
er ON
ch n
ea tio
r t ec
Fo sp
in
It Began with the Frog
“Croak, croak,” called the frog.
“Ruff, ruff,” barked the dog.
“Honk, honk,” beeped the jeep.
“Not now!” cried the sheep.
—Tim Rasinski
©Shell Education
#50675—The Poet and the Professor: Poems for Building Reading Skills
21
Y
s' L
er ON
ch n
ea tio
r t ec
Fo sp
in
Lesson 2
Phonemic Awareness
Name: __________________________
Beginning Sounds
Directions: Look at each picture. Say the word. Use an
orange crayon to circle the pictures that begin with the same
sound as the word frog. Use a brown crayon to circle the
pictures that begin with the same sound as the word dog.
=
22
=
1.
2.
3.
4.
5.
6.
7.
8.
9.
#50675—The Poet and the Professor: Poems for Building Reading Skills
©Shell Education
Y
s' L
er ON
ch n
ea tio
r t ec
Fo sp
in
Word Study
Lesson 2
Name: __________________________
Word Building
I. Directions: Write words from the poem in the correct
groups. Then add new words to each group.
Words with -eep
Words with -og
Words About
Animals
II. Directions: Read each sentence. Write the missing
word. Use the Word Bank for help.
1. I could not see through the ____________________________.
2. The pool is very ________________________________.
3. I ________________________________ my money in a bank.
4. My ________________________________ barks at strangers.
Word Bank
deep
©Shell Education
dog
fog
keep
#50675—The Poet and the Professor: Poems for Building Reading Skills
23