Written by Patricia J. Murphy |
Robert Frost once said, “Poetry is when emotion finds its thought and thought finds words.” So it’s no surprise that teachers who want their students to think, feel, and express themselves find ways to use poetry in storytelling, lessons, or whenever they can. PW I spoke with four of these teachers and librarians about the methods they use to polish poetry in classrooms and libraries to present poetry-filled stories and more. Click here to see previous stories in the Read Alouds That Rock series.
Karen Cardillo He is a second grade teacher at Charter Academy in Angers, North Carolina, as well as a writer and poet. After two decades as an educational publishing executive, Cardillo recently returned to the classroom after some time teaching to learners negatively affected by the effects of COVID and distance learning, and found herself in second grade again.
Cardiello’s students “ benefit from a deep love and knowledge of literature—particularly poetry. She relies on poetry to supplement the ELA curriculum and teach phonics and spelling lessons. I use poetry daily, starting with our morning message to incorporate phonics, vocabulary skills, and problem-solving strategies,” Cardillo said. which I set up the theatre.”
Cardillo recently found the poem Welcome Spring and used it to compose a message for her students to read, rewrite, and study closely. They look at patterns of rhyme, figurative language, and phonemic awareness. “I intentionally omitted certain words and letters to teach our language skills that day, or lessons that include word patterns — like long,” Cardillo said. e or suffixes like “-ful”. ”
Because her second-grade curriculum is so full, Cardillo integrates poetry as she can across curriculum areas, and may read additional pieces as what she calls “rewards or rewards.” “I like to introduce my children to both classic and new poetry,” Cardillo said. Rhyme and rhythm because it helps us make connections with letters, sounds and spelling patterns – and how beautiful poetry can look! There is a real purpose to share.”
Include her favorite poems Children’s Poetry Illustrated Treasure Edited by David Ross, Anything Written by Shel Silverstein and Maurice Sendak Chicken Soup with Rice: The Book of Months. Cadillo often uses these poems during her writers’ workshops as how-to texts to draw attention to poetry’s figurative language—similes, metaphors, and alliterations—and to encourage second-grade poets to incorporate these elements into their poetry. “My students especially like alliterations — tongue twisters,” Cardillo said. “The more ridiculous the better!”
Tracy Lynn Scaglioni She is in her twentieth year as a library media specialist at Dorsett Shoals Elementary School in Douglasville, Ga. Poetry is everywhere in her school library, thanks to her. “It is an integral part of our library’s stories, activities, and presentations throughout the year — and at our school,” Scaloni said. “The poetry section of our library is not just a flick of National Poetry Month. We use poetry books all year long.”
During story times, Scaglione often reads a variety of lyrical picture books including dreamers Yoyi Morales, Schaumburg: The Man Who Built a Library Written by Carol Boston Weatherford, Wonder Walkers by Misha Archer, and day start by Jacqueline Woodson. She said, “If you look carefully, many of these books are poems told on 32 pages. I present these types of books to my students and talk about the rhyme, rhythm and figurative language of poetry. We listen to the influence of language and descriptive words. Next, we talk about ways to integrate these elements in our writings.
They talk about white space too. “Our students discover that you don’t have to clutter the pages with words, and delve into their writing to the fewest words on the page to make their point,” Scaloni said. “Poetry can do that brilliantly.”
Offer as many hair models as possible for several reasons. “There is so much variety in hair that they can be tied together and offer windows, mirrors, and sliding glass doors – and something for everyone.”
More recently, this has involved introducing narrations in verse to fourth graders who only want to read graphic novels. “I set up a book club to entice these kids to try novels in poetry. One day, I quickly talked about a number of these novels, and they were all checked out,” Scaloni said. When the students finished reading it, they came back asking, ‘Do you have more? Scaloni’s answer was a resounding “Sure!” which then led to discussions of these narratives in poetry and “community building” around books.
“I want every student to feel that they can become a reader,” Scaloni said. My role is to bridge the gap between the classroom and the student experience, focus on their interests, and help them develop their love for reading. Building relationships between students and teachers takes time to do so. But it’s all worth it.”
Give it to Mason He is the new chief librarian at the Albany Academies in Albany, New York, and prior to that was a lower school librarian for 26 years at Brentwood School in Los Angeles. Mason was also a member of the 2015 Newbery panel that selected the novel in poetry Crossing by Kwame Alexander as the winner that year.
Since taking a trip across the countryside by herself last month, she has been eager to get to know her new teachers and students, and to get involved with poetry. “I hope to weave poetry through library lessons in a variety of ways,” Mason said. “Although I don’t know what English teachers might be interested in just yet, I’m excited to work with them.”
Mason has a showcase of poetry ideas and activities she has used with her former students and can’t wait to assign her new students. For starters, Mason likes to use poetry to supplement real-world student studies. In the past, I read poems by Douglas Florian in swimming With children studying the ocean, and with Lee Bennett Hopkins My America: A Poetry Atlas of the United States With students looking for 50 states. “Poetry linking is a great way to approach topics from many angles,” Mason said. “It seems to make topics more accessible to students in ways other formats don’t.”
To introduce her students to different types of poetry, Maysoon carries out reading poetry where she collects many different anthologies and books of poetry, and has her students sit in a circle and read some poems from one book, then transfers them to the next book. person, and so on. She believes that this circular activity stimulates their appetite for reading and writing poems.
“Poetry can affect students differently than prose, and make them think about the power of each word,” Mason said. She also believes that poetry gives students permission to color outside the lines. “I think it’s good for students to see for themselves how all the rules they have learned – how to write, how to make a sentence – and how the rules can be broken to make their writing more impactful!”
Lisa Barrett He fell in love with poetry as a child. She even won $5 in a second-grade poetry competition for her poem “Karsk,” as she recalls a family car trip. Since then, her passion for poetry has only grown as a former middle school teacher (for over 35 years) and current school library teacher in her third year (after two years of distance teaching due to Covid) to middle and upper school children in seventh through 12th grade at Mount School Greylock Massachusetts Regional in Williamstown, Massachusetts.
The first thing Barrett did when they got back to school was really poetic “since no one in the past two years has examined poetry,” she said, “I went to the poetry department and pulled out all the novels in poetry, an anthology of poetry, and monographs on poets, and put them in front of the library with a pretty sign.” It has been circulating ever since.”
From the book show, Barrett moved to the holiday celebration, carry a poem in your pocket. “I made this bag where I put copies of 25 to 30 different poems printed on colored paper and stood at the front door of the school while the children walked to school. I gave one poem to everyone who would take one!” Barrett said. “All day long, you can see the children looking at their poems, hearing them ask each other what poems they got, learning all kinds of poems—some famous, some mysterious, some they may have known since elementary school.”
For National Poetry Month this past April, Barrett invited each of her teachers to share a photo of them with a favorite poem. Every day, a poem and a picture of the teacher were hung on the library. Read a poem every day! Bulletin board for a daily dose of hair. She invited students to share their favorites as well.
Then Barrett let the hair’s powers take effect. “Poetry addresses you in a way that other literature does not. Meaning can come to you so quickly,” Barrett said. “Children are weary and weary now more than ever. And after all the things they have to read and understand for school, they can read a short and accessible poem; And it can mean whatever they want it to mean.”
Then there is poetry’s ability to break down walls and build relationships. “You can walk to the board and read today’s poem by a teacher or someone you know or don’t know, and it connects you and that person,” Barrett said. “Also, seeing a poem that someone likes makes you read it differently. You wonder why this is their favorite poem, and it connects you to them too.”
Barrett believes that poetry helps students connect with their inner selves as well. Poetry can answer questions like: Who am I? What is my place in the world? to discover who we are now, and who we want to become in the future,” Barrett said. “Poetry can make us think, wonder, and feel things—and help us become more of who we are!”