RIC-30015 Sunbeams - Read and discuss a poem
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Teaching notes<br />
J<br />
Text<br />
Comprehension<br />
Teacher information<br />
Teacher information<br />
• This <strong>poem</strong> is about the effect sunbeams have on people <strong>and</strong><br />
places.<br />
Introduction<br />
• Discuss the importance of the sun. Elicit from students the role<br />
they think the sun plays for us on Earth. <strong>Read</strong> Day <strong>and</strong> night <strong>and</strong><br />
Seasons of the year by Margaret Hall to stimulate thought <strong>and</strong><br />
<strong>discuss</strong>ion.<br />
Development<br />
• <strong>Read</strong> <strong>and</strong> <strong>discuss</strong> the <strong>poem</strong> with the students. Assist them with<br />
any unfamiliar words.<br />
• Question students to gauge their underst<strong>and</strong>ing of what they<br />
have listened to or read.<br />
• While reading, observe how the students use phonic skills<br />
<strong>and</strong> knowledge to decode words. Assist them to decode more<br />
difficult words.<br />
• Emphasise rhyming words during reading. If reading the text<br />
together as a class, correct inaccurate reading.<br />
Differentiated individual/paired/group work<br />
• In pairs, have students ask each other to find a matching<br />
rhyming word in the <strong>poem</strong>. For example, Partner A asks Partner<br />
B to find a rhyming word for 'goes' ('toes'). They then work<br />
together to think of more words that rhyme with those two.<br />
Partner B then chooses another word from the <strong>poem</strong> <strong>and</strong> they<br />
continue in this way.<br />
• Challenge capable readers to find five words with one syllable<br />
<strong>and</strong> five words with more than one syllable. They should make<br />
a list of these words.<br />
• Less capable readers may need help with the <strong>poem</strong> so the<br />
teacher could work with a small group, working on each stanza<br />
in detail, providing reading practice <strong>and</strong> support.<br />
Review<br />
• As a class, <strong>discuss</strong> the rhyming words that the pairs discovered.<br />
Discuss the spelling patterns that can be seen in rhyming<br />
words.<br />
• Questions will involve personal responses from the students.<br />
Introduction<br />
• The students can <strong>discuss</strong> what they remember reading in the<br />
<strong>poem</strong>. Can they recall what happens at night? What happens<br />
in summer? What happens in winter? Ask the students to recall<br />
some rhyming words.<br />
Development<br />
• Discuss the comprehension activities on page 92, then allow<br />
the students to complete the page independently.<br />
• Compare <strong>and</strong> <strong>discuss</strong> the students' answers to Questions 7<br />
<strong>and</strong> 8.<br />
Differentiated individual/paired/group work<br />
• In groups, ask the students to think about their favourite<br />
seasons. Each group must think of five reasons why the<br />
chosen season is the best season. They should illustrate their<br />
responses.<br />
Review<br />
• As a class, listen to the students read about their favourite<br />
seasons. Discuss any questions they found difficult to answer<br />
or perhaps answered incorrectly.<br />
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R.I.C. Publications ® • • • • • • • www.ricpublications.com.au • • • • • • • Developing comprehension skills <strong>and</strong> word knowledge (Year 1) • • • • • • 2