Level
1
Authors
Timothy Rasinski, Ph.D., and Karen McGuigan Brothers
Contributing Author
Brenda A. Van Dixhorn, M.A. Ed.
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ISBN 978-1-4258-0675-0
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2
#50675—The Poet and the Professor: Poems for Building Reading Skills
©Shell Education
Table of Contents
Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Differentiation . . . . . . . . . . . . . . . . . . . . . . .7
How to Use This Book . . . . . . . . . . . . . . . .9
Standards Correlations . . . . . . . . . . . . . . .12
Standards Correlations Chart. . . . . . . . . .13
Activity Skill—Correlation Chart . . . . . . .14
About the Poets . . . . . . . . . . . . . . . . . . . . .15
Poems, Lessons, and Activities . . . . . . .16
My Cat . . . . . . . . . . . . . . . . . . . . . . . . . . .16
It Began with the Frog . . . . . . . . . . . . . .20
I Love You . . . . . . . . . . . . . . . . . . . . . . . .24
I Need You. . . . . . . . . . . . . . . . . . . . . . . .28
Bugs on My Rug . . . . . . . . . . . . . . . . . . .32
My Candle . . . . . . . . . . . . . . . . . . . . . . . .36
Sitting in a Tree . . . . . . . . . . . . . . . . . . . .40
Red Means Stop . . . . . . . . . . . . . . . . . . .44
Prissy Missy . . . . . . . . . . . . . . . . . . . . . . .48
Treats . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Summer . . . . . . . . . . . . . . . . . . . . . . . . . .56
My Dog Jen . . . . . . . . . . . . . . . . . . . . . . .60
Ladybug . . . . . . . . . . . . . . . . . . . . . . . . . .64
Lemonade . . . . . . . . . . . . . . . . . . . . . . . .68
Home Run . . . . . . . . . . . . . . . . . . . . . . . .72
School Is Out . . . . . . . . . . . . . . . . . . . . . .76
Ham and Eggs . . . . . . . . . . . . . . . . . . . . .80
Hide-and-Seek. . . . . . . . . . . . . . . . . . . . .84
In the Car . . . . . . . . . . . . . . . . . . . . . . . .88
Bug in a Rug . . . . . . . . . . . . . . . . . . . . . .92
Fun in the Sun. . . . . . . . . . . . . . . . . . . . .96
Bath Time . . . . . . . . . . . . . . . . . . . . . . .100
Going Out . . . . . . . . . . . . . . . . . . . . . . .104
©Shell Education
Surprise!. . . . . . . . . . . . . . . . . . . . . . . . .108
My Friend Sam . . . . . . . . . . . . . . . . . . .112
One Big Wreck . . . . . . . . . . . . . . . . . . .116
Lunchtime . . . . . . . . . . . . . . . . . . . . . . .120
Pizza Pie. . . . . . . . . . . . . . . . . . . . . . . . .124
Hiking Home. . . . . . . . . . . . . . . . . . . . .128
Hot Dogs . . . . . . . . . . . . . . . . . . . . . . . .132
Answer Key . . . . . . . . . . . . . . . . . . . . . . . .136
References Cited . . . . . . . . . . . . . . . . . . .143
Contents of the CDs. . . . . . . . . . . . . . . . .144
#50675—The Poet and the Professor: Poems for Building Reading Skills
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Lesson Plan
Lesson 1
My Cat
See pages 10–11 for ideas to introduce the poem. Complete some or all of the following
activities throughout the week. The activities on this page may be completed before, during, or
after reading the poem. Select activities based on your students’ needs.
Phonemic Awareness
• Say the words this, that, and then. Ask
students to tell you what sound is the
same in each of these words (/th/ at the
beginning).
• Brainstorm other words with the /th/
sound. Chart students’ responses.
Emphasize the /th/ sound and the th- or
-th spelling as you write the words.
Phonics
• Ask students to identify the word that is
used most often in the poem (cat). Write
the word cat on the board or on a sheet of
chart paper, noting the -at spelling pattern.
• Segment the word hat by saying one sound
at a time (/h/, / ă /, /t/). Write the letters
on the chart paper as you segment the
word. Continue with the following words:
bat, sat, pat, rat, and mat. Have students
identify the spelling pattern that is the
same in all the words (-at).
Vocabulary
• Distribute copies of page 18.
• Discuss the descriptions of the cats in the
poem. Have students draw a picture of
each type of cat listed on the activity sheet.
16
Fluency
• Echo-read the poem several times
with students. Read the first line while
students listen. Then have students read
the line. Continue echoing for each line of
the poem.
• As you notice students who seem able to
read the poem on their own, give them the
opportunity to be the “teachers” and have
the rest of the class echo them.
Comprehension
• Ask students to tell you about different
cats they have seen. Brainstorm a list of
words that could be used to describe cats.
• Group students into pairs and have them
tell about their favorite kind of cat. Have
students draw pictures and write sentences
about the cats they described. Compare
the drawings and sentences to the poem.
Ask students if any of the descriptions
from the poem match their drawings.
Word Study Extension
Use page 19 to extend word concepts from
the poem.
#50675—The Poet and the Professor: Poems for Building Reading Skills
©Shell Education
My Cat
This cat, that cat,
Thin cat, fat cat,
Low cat, high cat,
Your cat, my cat!
—Karen McGuigan Brothers
©Shell Education
#50675—The Poet and the Professor: Poems for Building Reading Skills
17
Lesson 1
Vocabulary
Name: __________________________
Cats, Cats, Cats
Directions: Read the word in each box. Draw a cat to
match each word.
18
thin
fat
low
high
your
my
#50675—The Poet and the Professor: Poems for Building Reading Skills
©Shell Education
Word Study
Lesson 1
Name: __________________________
Word Building
I. Directions: Write words from the poem in the correct
groups. Then add new words to each group.
Words with -at
Words with -in
Words About Cats
II. Directions: Read each sentence. Write the missing
word. Use the Word Bank for help.
1. Wipe your feet on the _________________________________.
2. She is very __________________________________________.
3. Hit the ball with the __________________________________.
4. A fish has a _________________________________________.
Word Bank
bat
©Shell Education
fin
mat
thin
#50675—The Poet and the Professor: Poems for Building Reading Skills
19