Second Grade
English Language Arts and Reading
Unit 03: Lesson: 01
Day 1 of 20
Reading and Writing with Poetry
Lesson Preparation
Daily Lesson 1
WORD STUDY
TEKS
2.2Bv
2.23A,Bii
SHARED READING
Ongoing TEKS
TEKS
INDEPENDENT READING
Ongoing TEKS
TEKS
Ongoing TEKS
2.Fig19A
WRITING
TEKS
Ongoing TEKS
2.3C
2.7A
2.3C
2.18B
• Authors write for a purpose
and readers choose text to
reflect purpose and interest.
• Authors write for a purpose
and readers choose text to
reflect purpose and interest.
• Writers use literary techniques
to enhance the reader’s and/or
listener’s experience.
 How can words create an
image in poetry?
 How can you make sure that
you understand what you are
reading?
 How can you use words to
crease a sensory image in
poetry?
• Poetry
• Sensory image
• Poem
Key
Understandings
and
Guiding
Questions
• Awareness of word patterns
supports the development of
word reading, fluency, and
spelling.
Vocabulary of
Instruction
• Vowel-r
•
•
•
•
•
Materials
• Manila paper (1 per student)
• Scissors (class set)
• Glue or tape (1 per 2
students)
• Chart paper (if applicable)
• 2 grade-appropriate humorous
poems (1 copy of each)
• Chart paper (if applicable)
• Collection of gradeappropriate poetry for student
selection
• Chart paper (if applicable)
• Object such as an apple or
popcorn (1)
• Chart paper (if applicable)
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Make a list of one and two
syllable words with the vowelr patterns (-ar, -er, -ir, -or, and
-ur) for students to cut and
sort. Duplicate one copy per
student.
2. Select two humorous poems
that have rhyme, rhythm, and
repetition. Write the poems on
chart paper.
2. Collect poetry books or
duplicate a collection of
poems for students to use
during Daily Lessons 1-8
Independent Reading.
2. Collect an object, such as an
apple or popcorn, for
students to use to generate
sensory words.
 How does knowing word
patterns help you to spell?
Poetry
Rhyme
Rhythm
Repetition
Image
Attachments
and Resources
Advance
Preparation
Background
Information
©2011, TESCCC
Rhythm - regular patterns that
emphasize sound
06/01/13
Alliteration - the repetition of the
same sounds at the beginning
of two or more adjacent words
Page 1 of 5
Second Grade
English Language Arts and Reading
Unit: 03 Lesson: 01
Daily Lesson 1
Teacher Notes
©2011, TESCCC
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Rhyme - identical or very similar
recurring final sounds in words; in
poetry, rhyming words may occur
at the ends of lines or within lines
or stressed syllables (e.g.,
furrow followed free in
Coleridge’s The Rime of the
Ancient Mariner)
Repetition - a repeating
cadence/meter that enriches or
emphasizes words, phrases,
lines, and even whole verses of
poems. Alliteration is a type of
repetition.
Sensory detail - a detail in
writing that describes what is
seen, heard, smelled, tasted, or
touched
This Daily Lesson is a review of
all of the r-controlled vowel
patterns (-ar, -er, -ir, -or, -ur)
previously taught in Unit 02. Both
one and two syllable words
should be used for practice.
06/01/13
Page 2 of 5
Second Grade
English Language Arts and Reading
Unit: 03 Lesson: 01
Instructional Routines
Daily Lesson 1
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration
and
Objective
Suggested Duration: 20-25 min.
Suggested Duration: 25-30 min.
Suggested Duration: 15-20 min.
Suggested Duration: 20-25 min.
Content Objective: Students
decode and spell words with rcontrolled vowels.
Content Objective: Students
establish a purpose for reading
and describe how rhyme, rhythm,
and repetition interact to create
images in poetry.
Content Objective: Students
establish a purpose for reading
and monitor comprehension.
Content Objective: Students write
a short poem that conveys
sensory details and uses
alliteration.
Mini Lesson
1. Review the sound for the
vowel-r patterns.
1. Ask: What is the purpose for
reading a funny poem?
Discuss responses including
to be entertained.
1. Explain that they will be
selecting poems to read
during Independent Reading.
1. Review the idea from Shared
Reading that authors use
words to help the reader
create a mental image.
Explain that authors use
sensory details to help create
mental images.
2. Draw and display a five
column chart and label the
columns (-ar, -er, -ir, -or, -ur).
3. Brainstorm 2-3 words for each
pattern. Call on a student to
write each word in the correct
column on the chart.
2. Display and read the poem
aloud. Ask: How does the
author help us make a
mental picture of the poem?
Discuss responses including
words the author used.
3. Explain the terms rhyme,
rhythm, and repetition and
show examples from the
poem. Explain that authors
use these elements to help
create images or a picture in
our minds.
4. Read the poem again and
Think Aloud to describe how
the words work together to
create an image or picture.
Draw a simple picture of the
mental image after reading the
poem.
2. Ask: How can you pick a
poem that seems interesting
to you? Discuss responses
including reading the title,
looking at the illustration (if
provided), reading the first few
lines, etc.
3. Remind students that poems
are usually written to entertain
or tell a story.
4. Remind students that good
readers monitor their
comprehension when reading.
Demonstrate if necessary.
2. Ask: What do you think
sensory details are? What
are some examples? Discuss
responses including words
that describe how something
looks, smells, feels, tastes, or
sounds.
3. Display an object, such as an
apple or popcorn.
4. Draw and display a five
column chart with these
headings: Sight, Smell,
Hearing, Taste, Touch.
5. Ask: What words can we use
to describe the object? In
which column do we write
the word? Discuss responses
and record words in the
correct column. (e.g., Apple;
red, crunch, sweet, round)
6. Explain that alliteration is
©2011, TESCCC
06/01/13
Page 3 of 5
Second Grade
English Language Arts and Reading
Unit: 03 Lesson: 01
Daily Lesson 1
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
when words start with the
same letter. This is another
technique authors use when
writing.
7. Choose one or more of the
words on the chart and write a
descriptive phrase using
alliteration. (e.g., The red
round apple is just right.)
Learning
Applications
1. Instruct students to fold the
manila paper in half
lengthwise and fold it into
thirds. Instruct them to unfold
the paper and draw a line on
the creases to make six
boxes.
1. Read aloud another poem and
ask them to listen carefully to
the words and think about
what kind of images they see.
1. Students read self-selected
poems and monitor
comprehension while reading.
1. Students choose a different
word from the list and write a
descriptive phrase using
alliteration.
2. Choral Read the poem
together.
2. Call on several students to
share their alliterative phrase.
2. Students label the boxes as
follows:
• Write the title in the top left
box: Vowel-R Words, in the
remaining boxes label each
with one of the following -ar,
-er, -ir, -or, -ur.
3. Distribute drawing paper.
Students draw a picture of the
image that the poem created
in their minds.
3. Students choose one word
from each category and write a
descriptive phrase using
alliteration.
4. Students choose their favorite
phrase and write it as a
sentence poem. Demonstrate
using your example if
necessary.
3. Distribute the teacher-made
list of words. Students
highlight or circle the vowel-r
pattern in each word.
4. Students cut the words apart,
sort them into the correct box,
and attach them to the paper.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
©2011, TESCCC
1. Pair students and ask them to
read their words to each other.
1. Ask several students to share
their pictures and explain what
words in the poem helped to
create the mental image.
06/01/13
1.
Choose several
students to share a simple
Book Talk about the book
they read by sharing the title
of the poem and one
interesting line.
1. Ask students to go back to
their groups of 3-4 and share
their sentence poem. Instruct
the listeners to decide which
words use alliteration.
Page 4 of 5
Second Grade
English Language Arts and Reading
Unit: 03 Lesson: 01
©2011, TESCCC
06/01/13
Page 5 of 5