RIC-30015 Sunbeams - Read and discuss a poem

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Sunbeams
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Teacher information
Curriculum links
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Activity Content description Elaboration
Text • Read decodable and predictable texts using developing phrasing, fluency, contextual, • Reads a poem
semantic, grammatical and phonic knowledge and emerging text processing strategies, for • Recognises rhyming words
example prediction, monitoring meaning and re-reading (ACELY1659J C,
• Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing
sound patterns including alliteration and rhyme (ACB.T1585) C,
• Respond to texts drawn from a range of cultures and experiences (ACELY1655) C,
• Engage in conversations and discussions, using active listening behaviours, showing
interest, and contributing ideas, information and questions (ACELY1656) C,
Comprehension • Use comprehension strategies to build literal and inferred meaning about key events, • Discusses vocabulary from a poem
ideas and information in texts that they listen to, view and read by drawing on growing • Answers questions about a poem
knowledge of context, text structures and language features (ACB.Y1660) C,
'-
Word knowledge
Additional teacher
information
• Recognise and know how to use simple grammatical morphemes to create word families
(ACB.A1455) G
• Understand that a letter can represent more than one sound and that a syllable must
contain a vowel sound (ACELA1459) C,
• Use short vowels, common long vowels, consonant digraphs and consonant blends when
writing, and blend these to read single syllable words (ACELA1458) C,
Definition of terms
Text
A book or other written or printed work, regarded in terms of its
content rather than its physical form.
Poem
A piece of writing in which the expression of feelings and ideas
is given intensity by particular attention to diction (sometimes
involving rhyme), rhythm and imagery.
Diagram
A simplified drawing showing the appearance, structure or
workings of something; a schematic representation.
• Science
Links to other curriculum areas
- Observable changes occur in the sky and landscape
(ACSSU019)
G
• Adds '-s' to make plural nouns
• Reads words with 'ur' such as 'returns'
• Adds '-er' and '-est' to adjectives
Terminology for students
poem
word
sentence
text
title
rhyme
adjective
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Suggested reading
• Day and night and Seasons of the year (Patterns in nature
series) by Margaret Hall
• I am afraid of the dark (Good night books, Ages 2-6. The
adventures of Robin and Sunbeam series, ebook 1) [Kindle
Edition] by Mira Drori
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Teaching notes
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Text
Comprehension
Teacher information
Teacher information
• This poem is about the effect sunbeams have on people and
places.
Introduction
• Discuss the importance of the sun. Elicit from students the role
they think the sun plays for us on Earth. Read Day and night and
Seasons of the year by Margaret Hall to stimulate thought and
discussion.
Development
• Read and discuss the poem with the students. Assist them with
any unfamiliar words.
• Question students to gauge their understanding of what they
have listened to or read.
• While reading, observe how the students use phonic skills
and knowledge to decode words. Assist them to decode more
difficult words.
• Emphasise rhyming words during reading. If reading the text
together as a class, correct inaccurate reading.
Differentiated individual/paired/group work
• In pairs, have students ask each other to find a matching
rhyming word in the poem. For example, Partner A asks Partner
B to find a rhyming word for 'goes' ('toes'). They then work
together to think of more words that rhyme with those two.
Partner B then chooses another word from the poem and they
continue in this way.
• Challenge capable readers to find five words with one syllable
and five words with more than one syllable. They should make
a list of these words.
• Less capable readers may need help with the poem so the
teacher could work with a small group, working on each stanza
in detail, providing reading practice and support.
Review
• As a class, discuss the rhyming words that the pairs discovered.
Discuss the spelling patterns that can be seen in rhyming
words.
• Questions will involve personal responses from the students.
Introduction
• The students can discuss what they remember reading in the
poem. Can they recall what happens at night? What happens
in summer? What happens in winter? Ask the students to recall
some rhyming words.
Development
• Discuss the comprehension activities on page 92, then allow
the students to complete the page independently.
• Compare and discuss the students' answers to Questions 7
and 8.
Differentiated individual/paired/group work
• In groups, ask the students to think about their favourite
seasons. Each group must think of five reasons why the
chosen season is the best season. They should illustrate their
responses.
Review
• As a class, listen to the students read about their favourite
seasons. Discuss any questions they found difficult to answer
or perhaps answered incorrectly.
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Teaching notes
(continued)
Answers
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Teacher information
Word knowledge
• The activities on page 93 focus on rhyming words, adding 's' to
make plural words, adding '-er' and '-est' to words, words with
'ur' as in 'turn', and identifying the suffix 'y' in cloudy.
Introduction
• Re-read the text, explaining to the students that the focus will
be on words. While reading, ask the students to underline the
word 'sunbeam' every time it is mentioned (seven times).
Development
• Discuss again the rhyming words that are found in the poem.
Ensure that students can see the rhyming part of each word.
• Revise singular and plural words.
• Students have had considerable practice adding '-er' and '-est'
to words. Revise what they remember about adding these, and
the term 'suffix'.
• Discuss the 'ur' in returns. Emphasise the sound these two
letters make. Can students think of other words that have this
sound? Make a list on the board.
• Discuss the word knowledge activities on page 93, then allow
the students to complete the page independently.
Differentiated individual/paired/group work
• In pairs, students can be asked to create a poem of their own
using some of the rhyming words they have encountered in this
unit. The poems can be very short in length.
• Ask the students to place the words in Question 6 into
sentences.
Review
• As a class, invite some of the pairs to read out the poems they
have written. The students can say why they like particular
poems.
Comprehension
1. under a tree
2. (a) fade away (b) summer
3. Answers may include:
It is dark. There is no light.
4. Answers will vary.
5. The sand feels warm.
6. (a) returns (b) rest
7. Answers may include:
It would be dark/cold.
Things wouldn't grow.
8. Answers will vary.
Wont knowledge
1. bee - tree, sea, me
goes - nose, toes
play - way, away
bend - friend, end
2. (a) toes (b) noses (c) nights (d) friends
3. -y
4.
(a) lighter (b) darker (c) longer (d) warmer
5. (a) darkest (b) brightest
6. (a) hurt (b) church (c) burst
(d) Thursday (e) nurse (n purple
7. (a) nurse (b) Thursday (c) purple (d) church
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Sunbeams -1
Read the poem.
Sunbeams dance upon the sea
And make it sparkle
Just for me.
Sunbeams softly kiss my nose
And warm the sand
Beneath my toes.
Sunbeams shine to light the way
then night returns
And they fade away.
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I like sunbeams, they are my friend.
They make me smile
When dark clouds end.
So here I rest, beneath this tree,
And write this poem
About sunbeams and me.
My learning log When I read this poem, I could read: 0 all of it. 0 most of it. 0 parts of it.
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Sunbeams - 2
Comprehension
1. Where was the poet sitting
while •writing• this poem.
2. Write words to finish the sentences.
(a) When night comes the sunbeams
.,iv;..
..,..,_
.:r'ir.,ivr;.. ""'-
(b) More sunbeams shine on the earth in __________ _
seasons.
3. Why can't sunbeams be seen at night? ____________ _
4. Write a new title for the text.
5. How do you know the poet isn't wearing shoes?
6. Write words from the poem that rhyme with each word.
(a) burns _______ _
7. What would happen if the sun stopped shining?
(b) best ______ _
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8. Which season do you like best? ______________ _
Why? _____________________ _
My learning log
While doing these activities:
I found a __ easy. I I found a __ tricky. I I found a __ fun.
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Sunbeams - 3
1. Find the rhyming words in the poem for the following words.
bee goes play bend
Word knowledge
\..
2. Add 1 s 1 to make 'more than one'.
(a) toe (b) nose
(c) night (d) friend
3. What has been added to 'cloud' to make
the adjective 'cloudy'?
4. Add the suffix '-er' to make adjectives.
(a) light (b) dark
(c) long (d) warm
5. Add the suffix '-est' to make adjectives.
(a) dark
(b) bright
6. Write 'ur' like in 'returns' into these words. Read them.
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(a) h t (b) ch ch (c) b st
{d) Th sday (e) n se (f) p pie
7. Read the clues and write the 'ur' word.
(a) Someone who works in a hospital. _________
(b) A day of the week, but not Saturday. ________
(c) A colour. ________
(d) A place where people pray and sing. ________
I know what a plural is.
My learning log Colour:
I can read words like church, purple and nurse.
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