Environmental Ed. Reading Poetry Fluently
Summary
While enjoying the support of their peers, small groups of 4th grade students prepare and present a fluent reading of Our Big Home: An Earth Poem. Adding impact to the cooperative group work, students use a variety of word study strategies to more deeply understand its vocabulary and the message of the text.
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Learning Goals
1. Students will use multiple word study strategies to better understand the vocabulary used in the poem.
2. Cooperative groups of students will present a choral reading of the book Our Big Home: An Earth Poem.
2. Cooperative groups of students will present a choral reading of the book Our Big Home: An Earth Poem.
Context for Use
This activity is designed for 4th grade students to develop fluid reading of a poem focused on the topic that all living thing share Earth's environment. It will take about one hour of class time over the course of a week, with half of that time being Day 1 and Day 5 activities, and the rest of the preparation time taking about 10 minutes per day. It would appear easy to fit into a busy school day, since the work requires initial teacher introduction, but small groups can work while the teacher is instructing other students. The design of the activity is easily adapted to multiple reading situations in my classroom.
The teacher will require a copy of Our Big Home: An Earth Poem, by Linda Glaser, 2002 Scholastic Books.
Each student will need a paper copy of the poem on which markings can be written during practice sessions.
Each cooperative group will need a blank file folder or 12 x 18 sheet of paper on which to record the vocabulary work.
Students will need access to dictionaries and reading journals.
Prior to this activity, students will have had instruction to use diacritical markings for Intensive Phonics, or the dictionary, and modeling the reading journal page.
The teacher will require a copy of Our Big Home: An Earth Poem, by Linda Glaser, 2002 Scholastic Books.
Each student will need a paper copy of the poem on which markings can be written during practice sessions.
Each cooperative group will need a blank file folder or 12 x 18 sheet of paper on which to record the vocabulary work.
Students will need access to dictionaries and reading journals.
Prior to this activity, students will have had instruction to use diacritical markings for Intensive Phonics, or the dictionary, and modeling the reading journal page.
Description and Teaching Materials
Over the course of five days, small groups of 4th grade students will rehearse a choral reading for Our Big Home: An Earth Poem. Three short 5 - 10 minutes working sessions are scheduled for students to read together, conduct word study activities, decide on the physical elements for their presentation, and finally present the readings.
Materials required are: Teacher: Our Big Home: An Earth Poem, by Linda Glaser, 2002 Scholastic Books.
Each student: Word processed copy of the same poem,
one per student.
Reading journal
Each cooperative group: Access to dictionaries
Blank file folder or 12 x 18 sheet of paper
Writing/ coloring tools
Day 1: The lesson begins with a read aloud of Our Big Home: An Earth Poem. Then each student receives a printout copy of the poem on which to mark notes. Small groups of 3 or 4 students are established and directed to the paragraphs from the poem for which they will be responsible to rehearse for oral group choral reading on Day 5. The copy needs to be filed in their reading folder for three subsequent days of cooperative group work.
Day 2: Today the small groups read through their portion of the poem, choose a vocabulary word from the text, and begin the week's word study. Day 2 word study requires students to divide their reading journal page into quadrants. Work for day 2 is recorded in the upper left quadrant. Students copy the group selected vocabulary word, complete Intensive Phonics diacritical markings to help with pronunciation of the word, copy the word's definition and illustrate the word. I encourage students to think together on the journal work and use each other as a consultant, but all must use their own vocabulary to communicate rather than everyone in the group having identical pages.
Day 3: Today the small groups of students will again read through their portion of the poem, with increasingly better expression, and review yesterday's vocabulary work. Students next complete the upper right hand quadrant of their journal page with synonyms to the selected word. They should also include connections and examples for the word to aide in remembering its meaning.
Day 4: Today the small groups of students will read through their portion of the poem, with improved expression and complete the last two quadrants of the journal page. In the lower left hand quadrant of the page, students work together to list antonyms for the word and record thoughts to help them remember what is MOST UNLIKE the meaning for the chosen word. In the 4th quadrant of the page students should record at least one question about the pronunciation or meaning of the word or text. Day 4 requires the group to complete a larger copy of the reading journal page, done on a blank file folder or 12 x 18 paper. This will be shared with their peers on Day 5.
Day 5: The class performs their poetry reading. The cooperative group journal pages are shared and questions are discussed. A quick R.E.R.U.N (restate, explain, results, unanswered questions, next time) style review follows each group's page presentation. The class period ends with another read through of the entire poem.
Extension: After students have discussed the portions of the poem, a logical extension is to have them write a short summary of their section accompanied by a drawing or collage for it.
Another extension could be for students to list or illustrate things or activities around us that interfere with the environmental quality of the air, water, soil, etc. included in the poetry sections.
Materials required are: Teacher: Our Big Home: An Earth Poem, by Linda Glaser, 2002 Scholastic Books.
Each student: Word processed copy of the same poem,
one per student.
Reading journal
Each cooperative group: Access to dictionaries
Blank file folder or 12 x 18 sheet of paper
Writing/ coloring tools
Day 1: The lesson begins with a read aloud of Our Big Home: An Earth Poem. Then each student receives a printout copy of the poem on which to mark notes. Small groups of 3 or 4 students are established and directed to the paragraphs from the poem for which they will be responsible to rehearse for oral group choral reading on Day 5. The copy needs to be filed in their reading folder for three subsequent days of cooperative group work.
Day 2: Today the small groups read through their portion of the poem, choose a vocabulary word from the text, and begin the week's word study. Day 2 word study requires students to divide their reading journal page into quadrants. Work for day 2 is recorded in the upper left quadrant. Students copy the group selected vocabulary word, complete Intensive Phonics diacritical markings to help with pronunciation of the word, copy the word's definition and illustrate the word. I encourage students to think together on the journal work and use each other as a consultant, but all must use their own vocabulary to communicate rather than everyone in the group having identical pages.
Day 3: Today the small groups of students will again read through their portion of the poem, with increasingly better expression, and review yesterday's vocabulary work. Students next complete the upper right hand quadrant of their journal page with synonyms to the selected word. They should also include connections and examples for the word to aide in remembering its meaning.
Day 4: Today the small groups of students will read through their portion of the poem, with improved expression and complete the last two quadrants of the journal page. In the lower left hand quadrant of the page, students work together to list antonyms for the word and record thoughts to help them remember what is MOST UNLIKE the meaning for the chosen word. In the 4th quadrant of the page students should record at least one question about the pronunciation or meaning of the word or text. Day 4 requires the group to complete a larger copy of the reading journal page, done on a blank file folder or 12 x 18 paper. This will be shared with their peers on Day 5.
Day 5: The class performs their poetry reading. The cooperative group journal pages are shared and questions are discussed. A quick R.E.R.U.N (restate, explain, results, unanswered questions, next time) style review follows each group's page presentation. The class period ends with another read through of the entire poem.
Extension: After students have discussed the portions of the poem, a logical extension is to have them write a short summary of their section accompanied by a drawing or collage for it.
Another extension could be for students to list or illustrate things or activities around us that interfere with the environmental quality of the air, water, soil, etc. included in the poetry sections.
Teaching Notes and Tips
This activity was prompted by my attendance at a Mary Howard RTI training day and a MnSTEP Biology/ Environmental Education class. The word study portion follows a model I've previously used for vocabulary improvement.
This activity differs from prior activities because it uses a poetry selection, not fiction or non-fiction text, to be reread striving for fluency. Another difference is its focus on the environmental education topic, hopefully to stimulate an "Awareness to Action" response throughout subsequent school year activities.
Following this week's presentation the large vocabulary study file folders will be collected and kept in a classroom center with others produced during class work for other texts and topics. Individuals or small groups of students can continue to access the folders for reference and review as needed.
This activity differs from prior activities because it uses a poetry selection, not fiction or non-fiction text, to be reread striving for fluency. Another difference is its focus on the environmental education topic, hopefully to stimulate an "Awareness to Action" response throughout subsequent school year activities.
Following this week's presentation the large vocabulary study file folders will be collected and kept in a classroom center with others produced during class work for other texts and topics. Individuals or small groups of students can continue to access the folders for reference and review as needed.
Assessment
I prefer to develop the assessment rubric with my class. Students know quality!
Here is a potential assessment rubric that strongly emphasizes group cooperation toward the stated goals.
4: All members of the group participate in read aloud.
The poem is read clearly, loud enough, with appropriate expression.
Props, costumes, or expression combined for an excellent quality
performance.
All members of the group participate in the journal keeping.
The group has completed their large journal page for presentation on Day
5.
3: All members of the group participate in the read aloud.
For the most part, the poem is read clearly, loud enough, with appropriate
expression.
Props, costumes, or expression are used but their use is somewhat
confusing
to the audience.
All members of the group have completed most of the individual journal
page.
The group has completed the majority of their large journal page but needs
more time to complete it by the next class period.
2: All members of the group participate in the read aloud.
The poem is read clearly OR loud enough.
The use of props, costumes, or lack of expression detracts from
understanding the poem.
All members of the group have completed at least half of the individual
journal page by Day 5.
OR the group has completed half of their large journal page and must
complete it by the next class period.
1: Some members of the group, while academically able to participate,
refrain from doing so,
The poem is read clearly OR loud enough,
Lack of expression detracts from understanding the message of the poem.
OR Inconsistent use of props or costumes, detract from a quality
performance.
OR some members of the group, have not completed most of the
individual journal page by Day 5,
OR the group still needs to complete the majority of their large journal
page by the next class period.
Here is a potential assessment rubric that strongly emphasizes group cooperation toward the stated goals.
4: All members of the group participate in read aloud.
The poem is read clearly, loud enough, with appropriate expression.
Props, costumes, or expression combined for an excellent quality
performance.
All members of the group participate in the journal keeping.
The group has completed their large journal page for presentation on Day
5.
3: All members of the group participate in the read aloud.
For the most part, the poem is read clearly, loud enough, with appropriate
expression.
Props, costumes, or expression are used but their use is somewhat
confusing
to the audience.
All members of the group have completed most of the individual journal
page.
The group has completed the majority of their large journal page but needs
more time to complete it by the next class period.
2: All members of the group participate in the read aloud.
The poem is read clearly OR loud enough.
The use of props, costumes, or lack of expression detracts from
understanding the poem.
All members of the group have completed at least half of the individual
journal page by Day 5.
OR the group has completed half of their large journal page and must
complete it by the next class period.
1: Some members of the group, while academically able to participate,
refrain from doing so,
The poem is read clearly OR loud enough,
Lack of expression detracts from understanding the message of the poem.
OR Inconsistent use of props or costumes, detract from a quality
performance.
OR some members of the group, have not completed most of the
individual journal page by Day 5,
OR the group still needs to complete the majority of their large journal
page by the next class period.
Standards
Science 4.1.3.1.1: Interaction of systems
Language Arts: Student will decode unfamiliar words.
Students will expand their vocabularies.
Students will engage in reading to respond to poetry.
Language Arts: Student will decode unfamiliar words.
Students will expand their vocabularies.
Students will engage in reading to respond to poetry.