Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
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