RIC-30015 Sunbeams - Read and discuss a poem

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Sunbeams • • • • • • • • • • • • • • • • • • • • • • • • • Teacher information Curriculum links J 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 ©R.I.C. Publications Low Resolution Images Display Copy 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 1 • · • • • • • • Developing comprehension skills and word knowledge (Year 1) • • • • • • R.I.C. Publications ® · • • • • www.ricpublications.com.au
Teaching notes J 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. ©R.I.C. Publications Low Resolution Images Display Copy R.I.C. Publications ® • • • • • • • www.ricpublications.com.au • • • • • • • Developing comprehension skills and word knowledge (Year 1) • • • • • • 2
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