44 Matching Annotations
  1. Mar 2018
    1. e decided that each child would compile his or her own selected poetry anthology. The idea that someone took someone else's poems and put them in his or her book was astonish ing for some childre

      Allows children to express their interests through other peoples work while gaining knowledge on how to better their own work. This can also make the idea of poetry more interesting to them.

    2. n Day 1 our minilesson was simply to recognize that all poetry does not rhyme. We considered this an important first minilesson because we wanted to make sure that the children would be free to write their own poetry without the constraint of rhyme

      I think this is important. A lot of poetry designed for young readers includes rhymes. By letting students know early on that not all poetry has to rhyme it lets them write freely.

    3. ach child receives a copy of the day's poem to take home.

      This is a good idea. It allows parents to become involved in their children's school work and also discuss the topics at home, leading to more in-depth conversations that may not happen in the class room.

    4. hil dren are taught to choose books based upon their interests and the readability of the tex

      I think it is important to let children choose their own books. This allows them to further their reading skills while being engaged in the topic. If they were to always be assigned something they could resent reading.

    5. "The words are bouncy even if it doesn't rhyme." "I like to do lining on my p

      Poetry gives students different options on how to write. There are several different types of poems to choose from and poems can also be showed in different ways. Words can be in shapes and it seems that when writing poetry when the words flow they have a deeper meaning than if they were words in a story.

    6. mersion in poetry allowed this child to blosso

      i think poetry allows children to connect deeper with their thoughts and emotions. Poetry is an easy way of getting your feelings out and being able to express yourself.

  2. Apr 2016
    1. I can clearly remember the fear I felt when one such instructor asked me to voice my opinion about the meaning of a particular poem.

      I remember feeling this way when we were going over poetry in classrooms, Poetry is hard for me to understand and when inside a classroom, teachers want to know how you feel, or what you think about the poem. Honestly, I think a lot of students have issues with this and find it hard to understand the words inside the poems. I think if teachers work more with students to help understand poems, then they may be easier for students to understand.

    2. y looking at my successful attempts to teach poetry, I demonstrate how to skillfully incorporate the writ ing of poetry into the classroom using ideas from others and relying upon the skills many teachers al ready possess.

      When teachers work on assignments, they usually research and collaborate with other teachers to get ideas about assignments that work and don't work.

  3. Mar 2016
    1. he teacher circulates, individually con ferencing with children, discussing content, word attack skills, interpretation, and read ability. I

      I like how the teacher walks around the classroom and helps out whoever is in need. This way the teacher is able to get to everyone and see how they are progressing.

    2. iving further opportunity to model and discuss conventions such as punctuation, phonics, and spelling.

      This is a great chance for children to not only build on their phonics skills but also grammar in general. When a teacher models the work for them, children can actually see the correct way to write something or say something, giving them a better opportunity to learn.

    3. he teacher gives a written response to each child's entry.

      Giving feedback is always important especially at a young age. I think it is very good for the children if they receive a lot of feedback.

    4. e encouraged the children to select one poem a day that they wanted to include in their selected anthology. W

      I really like this making of the anthology. This is something the students can bring home and show to parents/siblings and read over the summer.

    5. hen the children gathered again on the rug for the writing minilesson, they sat in a circle. Each child was given a copy of "Spring Is" and "Little Bird," w

      I love this set up for readers workshops. It is so nice to have all of the students sitting down so everyone can see the teacher and lesson.

    6. epetition was something the children could immediately ap preciate in their reading of poetry and then ap ply in their writing of poetry. W

      By giving children an easier skill to master (such as using repetition) poetry will seem less daunting and they will be more focused in future lessons.

    7. he poetry bulletin board was composed of three irregularly shaped pieces of paper. One shape was labeled "feelings,"

      This bulletin board seems like it is very helpful to help students characterize their work. By giving sentence starters/conversation hints children can have more productive conversations.

    8. n the context of the Big Book, word attack skills such as using phonetic cues, contextual cues, picture cues, and syntactic cues are taught.

      Big books are so helpful for students. Doing reading as a class out of a big book provides a great way for direct classroom instruction.

    9. rst graders writing in their journals as soon as they arrive.

      I really like this idea of journaling so regularly!

    10. also created an author index for our anthology. When the anthology of original po ems was published the children immediately used the index to locate their own poems as well as the poems of others. It was not neces sary to review the use of an index;

      This is a great way to keep the students organized and teach them how to look up information, as that will be an important tool later on in their career.

    11. ring this lesson, we had analyzed many ti tles of published anthologies and discussed the importance of the title

      I agree that a title is very important and sometimes can go unrecognized. This will demonstrate a good routine in thinking about titles each time they read a new book, or poem.

    12. In addition to the daily minilesson we provided students with opportunities to illus trate poetry and listen to poetry selections on audio tape. Each day one child selected a poem that he or she wished to illustrate.

      This is an interesting way to change the learning around and to keep students excited. I agree that illustrating a poem is a great way of getting the students to think deeper about the meaning.

    13. ost minilessons conclude with the teacher extending an invitation to the children. This invitation might be as follows: "Maybe you'll want to use alliteration in your writing today. You might also want to look over some poems that you've already written and see if you want to add alliteration as a revision" (based on a minilesson about alliteration). Over and over, we see a direct correlation be tween the minilesson topic and the c

      This gives students the opportunity to practice and expand their learning and writing.

    14. n Day 1 our minilesson was simply to recognize that all poetry does not rhyme. We considered this an important first minilesson because we wanted to make sure that the children would be free to write their own poetry without the constraint of rhyme.

      I enjoyed this because when I was a child, I always thought a good poem had to rhyme.

    15. his anthology is a popular source of reading material for the stu dents. Since the teacher selects poems based on the needs and interests of students, the classroom anthology is different each year.

      I believe selecting poems based on children's interests is the greatest way to get them more engaged and involved, also willing to learn.

    16. or example, when Jimmy wrote: "My toth fl ot lat nit" (My tooth fell out last night), the teacher wrote back: "Did you put your tooth under your pillow last night?"

      I think this is a beneficial technique to improve children's vocabulary, and I will try this in the future.

    17. oetry is often neglected in classroom literacy experiences (Denman, 1988). We have discovered, however, that it is a genre that is not only accessible to primary children, but can be the genre that excites children and motivates them to read and write.

      I agree with this because when I was in elementary school we never focused greatly on poetry. However, when I was introduced to it, i truly enjoyed it and it opened my imagination as a writer.

    1. what inspires kids to write is their teacher's dedication and attitude to ward the process"

      This is something I have been taught in almost all of my education classes. If the teacher is not interested or does not like the subject, the students pick up on it and then they will not be as excited about the topic either.

    2. Do you notice anything about the way the poet writes? Can you see any particular patterns?"

      This is a great way to avoid having to become a master at poetry and also have the students figure out the information on their own.

    3. stioning the Author approach attempts to give teachers questioning techniques that help the stu dent to find deeper meaning through modeling what excellent readers do when they read silently

      I feel like this is a great strategy that would work with most literature concepts. When students are learning to analyze texts, questioning things causes them to dig deeper into the meaning.

    4. have found through trial and error that even a first grader can write poetry in the style of a favorite author, and that modern, unrhymed poetry gener ally works best.

      If only all teachers could see this. One of the arguments pointed out above was that children would struggle to write poetry on their own. However, this teacher is saying the complete opposite.

    5. owever, reading poetry is simply not enough. What happens all too often when teachers choose to only read poems with students is that the students become confused by the complexity of the poetry, which often makes them reluctant to try writing their own poems.

      Everything needs to be taught in writing. A student isn't one day just going to be able to write a persuasive essay. The same applies to poetry. If teachers do not teach students how to write poetry, but instead just to read it, that does not mean they will understand it.

    6. erfect (1999) noted that these fears may include a teacher's perceived need to have skill in the teaching of poetry methods and conventions, as well as an understanding of how to analyze and interpret poetry.

      This makes complete sense. When thinking about future lessons I am going to teach, I worry because I know already that I am not proficient or completely knowledgeable in all of the subjects. This is why I have asked my cooperating teacher for my field work to work on a math lesson plan with me.

    7. large and ominous-looking anthology of long-dead poets. I can clearly remember the fear I felt when one such instructor asked me to voice my opinion about the meaning of a particular poem. E

      English 307. We had a huge book of them and nearly no one understood what they meant and our final was just three long poems that we had to answer questions about.

    8. It nurtures a love and appreciation for the sound and power of language. Poetry can help us see differently, understand ourselves and others, and validate our hu man experience. It...enhances thinking skills, and pro motes personal connections.... Such attributes deserve a closer look.

      I agree with this quote. Writing poetry is entirely different than writing short stories or papers. People need to think about how they are going to say something very carefully because more so than in any other type of writing, every single word matters in a poem.

    9. rite a poem. Look at the poem you read again. What did you like about it? Was it the length of the lines? Was it the sub ject matter? Or was it something else? Try out one of the poet's ideas, borrow a line from the poem, or write your own poem in the same style as the poet you've just read. This will give you insight on whether a poetry prompt will work or not.

      aside from knowing for yourself if a prompt is good, children love to hear their teachers work. this would grab and keep the students attention.

    10. talked about the patterns created by re peated words, the lengths of lines, and the blank spaces between stanzas.

      personal conferencing with the children about their poems is so necessary! by giving an individualized touch children can get specific feedback on how to improve.

    11. ake time to conduct research and read on the topic of poetry. Y

      poetry is such a diverse topic. Much research should be put into finding quality works and making great interesting lessons.

    12. erfect (1999) noted that these fears may include a teacher's perceived need to have skill in the teaching of poetry methods and conventions, as well as an understanding of how to analyze and interpret poetr

      I really agree with this statement. Teachers may not want to teach poetry because they have a tough time analyzing it. When in reality it can be a learning process and help you teach it better.

    13. large and ominous-looking anthology of long-dead poets.

      This actually made me cringe and laugh simultaneously, as I reflected on my AP American Literature class in high school. RIP Edgar Alan Poe

    14. ect (1999) explained why: It nurtures a love and appreciation for the sound and power of language. Poetry can help us see differently, understand ourselves and others, and validate our hu man experience. It...enhances thinking skills, and pro motes personal connections.... Such attributes deserve a closer look.

      This explanation pulled on my heart strings! I have always been so fond of poetry and I could not have elaborated on the amazing personal benefits more perfects than Perfect.

    15. ching poetry can seem a daunting task at times, especially for teachers of elementary students. However, the benefits of teaching poetry truly out weigh the difficulty in preparing the lessons. Even though you may feel that you are not equipped to teach poetry, the steps outlined in this article should help you to realize that it is possible.

      I really enjoyed reading this article because the information it provided me helped me to see that it is possible to successfully teach students how to write and analyze poetry. I never considered myself to be very good at writing any form of poetry but this shows me that putting a little bit of work in, combined with my own abilities and the help of other resources, I can one day successfully teach my students how to write their own poetry.

    16. hare your students'poems. Be sure to find opportunities to share your students' poems. Create displays or anthologies for students,

      Yes, this is so important! If we do not show students that we appreciate their work and that what they created is a good example of written poetry, they may believe that maybe their work isn't up to par or be insecure in their abilities to write poetry as well. This will also help motivate students to keep improving on their poetry writing skills.

    17. he work of poets and incorporating what I knew allowed me to grow and change in my teach ing methods.

      I think this is very good advice for teachers as well because by incorporating what you know along with the work of famous poets, it might make the teacher more confident in the way they teacher their own students how to write poetry because they see that they really know what they are talking about and are well-versed on the topic.

    18. orrow a poetry lesson. This is an easy way to start teaching poetry writing to students. Find a book on teaching poetry, a website, or a list of poetry prompts that you like. Try someone else's poetry lesson to see what works with your stu dents and what doesn't. This will help you to eventually build your own effective poetry lessons.

      I think this is such a great idea. If a teacher is a little insecure in his or her ability to teach students to write poetry, they can borrow the ideas and lessons on how to do so from other people or resources. This might make the teacher more confident in their abilities because they know that they are teaching students the correct way to write poems.

    19. at happens all too often when teachers choose to only read poems with students is that the students become confused by the complexity of the poetry, which often makes them reluctant to try writing their own poems.

      I completely agree with this statement in the article. I believe most times teachers themselves don't feel comfortable teaching poetry so either they just don't do it which negatively effects students experiences with poetry in the long run or they do simple things like only read different poems to students without helping them to analyze the message the poem is trying to convey. This needs to be changed because it leaves students lacking knowledge in the area of poetry throughout their educational careers as well.