Strategy: Reading Poetry
Appropriate Grade Level: 2nd – 5th
Procedures/Steps: For five to ten minutes a week community volunteers will work with a
group of six students identified as dysfluent though use of CBMs. Using the basic
components of repeated reading – modeling, listening while reading, assisted reading, and
repeated reading - the community volunteer will introduce a poem relevant to the groups’
reading ability. The volunteer will:
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Model a read-aloud to the group, inviting the group to read aloud with him/her
simultaneously. The volunteer will also invite each student to read independently
offering assistance and praise
discuss what the poem is about and its relevance to them
dissect any unknown words
look for opportunities to build rapport
Each student will take home the poem, read-aloud to family and friends, and obtain
signatures to confirm reading. The following week students will recite the poem to
demonstrate mastery before moving on to a new poem.
Comments and/or tips:
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This strategy involves minimal time from general class and is an opportunity to
extend the students’ learning environment through the involvement of community
volunteers.
It is similar to the Repeated Reading strategy but concentrates on using short,
humorous poetry by authors such as Shel Silverstein and Ken Nesbitt, providing a fun
subject matter.
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Teachers may provide the opportunity for students to showcase their
accomplishments in front of family and friends by setting up a Poetry Café at the end
of the year.
• Certificates of achievements may be given to each student signed by their volunteer
and teacher.
Source:
Wilfong, L. G. (2008). Building fluency, word recognition ability, and confidence in struggling
readers: The poetry academy. The Reading Teacher, 62(1), 4-13.