Reading/Comprehension of Literary Text/Poetry Students understand make inferences and draw conclusions about the structure and elements of poetry and provide evidence form the text to support their understanding.
K	1	2	3	4	5
7(A) respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds	8(A) respond to and use rhythm, rhyme, and alliteration in poetry	7(A) describe how thythm, and repetition interact to create images in poetry	6(A) describe the characteristics of various forms of poetry and how they create imagery (e.g. , narrative poetry, lyrical poetry, humorous poetry, free verse).	4(A) explain hoiw the structural elements of poetry (e.g. , rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse).	4(A) Analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce menating in poems.
respond to rhyme in poetry respond to alliteration in poetry Use rhythm in poetry Use rhyme in poetry Use alliteration in poetry

Activites:

rhyme- a word that is identical to another in its terminal sound ``while'' is a rhyme for ``mile''
alliteration - the repetition of the same sounds at the beginning of two or more adjacent words or stressed syllables

rhythm- the arrangement of words into a more or less regular sequence of stressed and unstressed or long and short syllables

Rhyme:

Vocabulary/Literary Language Rhyme pg. 169 - using Noisy Nora by: Rosemary Wells
Vocabulary/Literacy Language Rhyme (Interpret) pg. 173 - using Brown Bear, Brown Bear, What Do You See? by Bill Martin

Alliteration

Interactive Read-Alouds by Linda Hoyt: Vocabulary/Literary Language Alliteration pg. 165

Popular Tongue Twisters

lesson.htmlhttp://www.hannibal.k12.mo.us/Curriculum/CommunicationArts/FirstGrade/1ca2/2.9%20Tongue%20Twisters.htm

Anchor Chart for Alliteration

Shel Silverstein poems

After reading If You Were Alliteration brainstorm a giant list of animals and then I have each student choose an animal to write about in an alliterative sentence. The sentence could be silly or serious.

Make two word alliteration sentences using nouns & verbs. This is a great way to assess kids understanding of action words. When one kiddo can't figure out the perfect verb to go with his/her name, he/she gets to call on a friend for help. This is such a FUN activity!!!!
Then they get to follow up with a little writing activity.

Follow it up with something similar the next day. Instead of alliterations using nouns & verbs, use nouns & adjectives! This was A LOT harder!!! It takes lots of little minds working together to come up with words to describe themselves…especially words that have to start with the same initial sound as their first names!!!

Have students write an alliteration sentence about a friend! They can say silly things about their buddies. Teacher choses partners so that the kids aren’t fighting over each other.

Reading /Vocabulary Development
K	1	2	3	4	5
5(D) use a picture dictionary to find words	6(E) alphabetize a series of words to the first or second letter and use a dictionary to find words	5(D) alphabetize a series of words and use a dictionary or a glossary to find words	4(E) alphabetize a series of words to the third letter and use a dictionary or a glossary to determine the meaning, syllabication, and pronunciation of unknown words	2(E) use a dictionary or glossary to determine the meaning, syllabication, and pronunciation of unknown words	2(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meaning, syllabication, pronunciation, alternate word choices, and parts of speech of words
alphabetize a series of words to the first letter alphabetize a series of words to the first letter use a dictionary to find words

Activities:

Introduce the lesson by explainin to the students "why?" they need to know how to alpahbetize. Talk about finding a phone number to order pizza in the phone book and show students what to do.
One way to make this process less abstract is by using a clothes line with letters of the alphabit on clothes pins. The pins are clipped in order from A to Z. Then the student uses vocabulary words cards or index cards with vocabulary words for the week and clips the word in the correct letter. When finished, the students have placed their words in alphabetical order. Then the student writes his/her words on their "Centers Notebook"

Anchor Activities:

Use Picture Dictionaries for students to find previously copied picture and word. Then students write the definition and the page number.

Possible Assessment Questions:

Runyan 1