Reading Notes CH 10

EDU 512 Reading Notes Assignment
EDU 512 Reading Notes Format – Tompkins – (Patterns of Practice):

Name: Chayla Hair
Book Title: Language Arts: Patterns of Practice
Chapter Number and Title: Chapter 10 – Exploring Poetry
Do the following:
Part 1:
Chapter 10 discusses the different types of poetry genre, including three types that
students read and write. Children enjoy creating rhymes and most have prior knowledge of
rhymes from being read Dr. Seuss books. There are many types of poetry books and children
usually have a preference about which ones they prefer. Students later learn how to write poems.
The key to successful poetry is poetic formulas, which serve as scaffolds, or temporary writing
frameworks, so that students focus on ideas rather than on the mechanics of writing poems
(Tompkins, 2013, p. 292). Poets use techniques known as poetic devices that may be helpful
when creating and revising a poem. Some of which include alliteration, onomatopoeia (sound
words), and repetition. Teachers share poems and invite students to write poems as part of the
patterns of practice (Tompkins, 2013, p. 303). Poetry can fit into the patterns of practice that
have been discussed in previous chapters. There are also guidelines for reading and responding
to poems that will be taught throughout the years. Teachers provide their students with the means
necessary to help support their understanding of poems. They may do choral readings that help
students to develop the proper expression when reading different genres of poetry.
Part 2:
In this class, I have learned the importance of using multiple means to reach all learners.
Visual language can be a powerful tool in a classroom. Many students, including myself, are
visual learners. I will make sure to provide my students with many useful visual elements and
opportunities to use them. Poetry books helps those that are visual learners to be able to learn at
their own pace. These books include one line and an illustration on each page. This will also be
helpful to your ELLs. Poems take on many different forms and it is important for the students to
have a basic understanding of each one.
Part 3:
Language Arts Strategies:
Choral Reading: This literacy strategy is useful when reading a poem for the first time. Students
read aloud poems, verses, and other texts collaboratively during choral reading (Tompkins, 2013,
p. 18). Students are given individual copies of the poem as well as there being a large copy on
the board. The teacher will demonstrate how to read the poem while the students will mark the
poem on their sheet. Students learn to read the poem with expression and the teacher may even
record the students’ reading so they are then able to review it themselves as a self-assessment.
Mini Lessons: This literacy strategy is useful when teachers want to effectively teach concepts,
explain procedures, and strategies to their students. The best time to teach a minilesson is when
students will have immediate opportunities to apply what they are learning (Tompkins, 2013, p.
74). Minilessons can be presented as a whole group or small homogenous groups to explicitly
teach the students. Teachers will demonstrate the strategy that is being taught in each minilesson.
Social Studies Strategies:
Learning Centers: This social studies strategy helps students’ creativity, innovation,
communication, and collaboration. Centers enhance student learning by providing opportunities
to practice a skill or review content, adding enrichment activities, or introducing a related
concept (Obenchain and Morris, 2015, p. 141). These can be arranged as an individual center or
small groups. Students are able to learn basic concepts in different content areas as they move
from one center to the next.
Readers’ Theater: This social studies strategy transforms the reading experience into a
collective and oral one. Moreover, with its emphasis on storytelling and multiple perspectives,
this strategy can be naturally integrated into the social studies curriculum (Obenchain & Morris,
2013, p. 194). It is important to make sure that the books being read are age appropriate.
Students use this strategy to collaborate with one another through this dramatic activity.
Part 4:
TPE 1.7: Provide students with opportunities to access the curriculum by incorporating the
visual and performing arts, as appropriate to the content and context of learning.
Teachers are able to provide their students with multiple means of gathering content and
to understand the context of new knowledge. Students use visual language to understand images
and communicate more effectively (Tompkins, 2013, p. 153). Students should be given multiple
opportunities to appreciate the art around the world. I will teach them how to look, analyze,
interpret, and draw conclusions about the poem being provided.
TPE 3.6: Use and adapt resources, standards-aligned materials, and a range of technology,
including assistive technology, to facilitate students’ equitable access to the curriculum.
We are now living in a digital age. We have access to hundreds of thousands of resources
to help our students to better understand new content. With the use of technology, we are able to
reach all of our learners in multiple ways. Technology has helped us to reach our students with
special needs and our English learners. There have been many resources including Brain Pop and
Mystery Science that help to engage out students. We use Kahoot to gather an assessment of our
students understanding of a specific content area. It’s essential that teachers integrate new
technology into the language arts curriculum to prepare students for the new literacies of the 21st
century, and reading and writing stories offer many opportunities for preK-8 students to use
computers and other digital tools (Tompkins, 2013, p. 235). Providing multiple forms of books
can reach multiple learners including those with disabilities and your English learners. These
include text-to-speech and large print books.

Reading Notes CH 10

Uploaded by

Copyright:

Available Formats

Reading Notes CH 10

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Reading Notes CH 10

Uploaded by

Copyright:

Available Formats

EDU 512 Reading Notes Assignment

EDU 512 Reading Notes Format – Tompkins – (Patterns of Practice):

You might also like