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STAAR Readiness 8th Grade Reading 2013

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Julie Moore

on 7 March 2013

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Transcript of STAAR Readiness 8th Grade Reading 2013

8th Grade Reading STAAR Readiness Understanding and Analysis Across Genres Reading/Vocabulary Development Reading/Comprehension of Literary Text/Theme and Genre Understanding and Analysis Across Genres Reading/Comprehension of Informational Text/Culture and History Understanding and Analysis Across Genres Reading/Comprehension of Informational Text/Persuasive Text Understanding and Analysis Across Genres Latin, Greek, and other linguistic roots! Oh my! Context Clues...within a sentence and in larger sections to determine or clarify word meanings When all else fails, use a dictionary!...or a glossary...or a thesaurus... Construct
Destruction
Instruct
Structure To Build Suspicious
Suspicion To see, watch, or observe Scripture
Subscription To Write Describe
Indescribable
Prescribe
Scribble To Write Created by Grace Seymour, 2011 Latin Root Words I Conference
Confer
Difference To Bear or Yield Dictionary
Ridiculous
Addiction
Dictator
Prediction To Say Or Tell Reflect
Reflection
Reflector To Bend Or Curve Flexible
Flexibility
Reflex To Bend Or Curve Aspect
Inspect
Perspective
Suspect To see, watch, or observe Airport
Export
Portable
Transport To Carry Formula
Inform
Perform
Uniform
Transform To Shape Disrupt
Eruption
Interrupt To Break or Burst Project
Reject
Eject To throw Or lie Dispense
Expense
Expensive
Suspense To Hang Or Weigh Expel
Propeller
Repellent To Drive Or Push Conduct
Educate
Produce
Introduction To Lead Dismiss
Admission
Dissmissal To send Current
Curricular
Cursive
Cursor To Run Or Go Extend
Tendency
Pretend To Stretch Or Strain Advertise
Invert
Convert
Vertical To Turn Credit
Incredible
Accredit To Believe Created by Grace Seymour, 2011 Latin Root Words II Peddle
Pedometer
Pedicure Foot Factory
Fact
Facility To Make Or Do Created by Grace Seymour, 2011 Latin Roots III Compose
Pose
Opposite To Put, Place, or Set. Assistant
Status
Constant To Stand Recap
Receipt
receive To take, catch, hold, receive. Legislative
Legislation
Legislate Law Accomplice
Complication
Duplicate To Fold Contain
Container
Contents To hold Survival
Revive
Vitamin To live Visual
Visor
visit To see Audio
Audition
auditorium To hear or listen Created by Grace Seymour, 2011 Greek Words II Hyperactive
Hyperlexic
Hyperthermia Above, Excessive Chronicle
Chronic
Chronology Time Chromatic
Chromatology
Chrome Color Dermatologist
Dermatology
Hypodermic Skin Hypoallergenic
Hypothermia
Hypothermal Under Democratic
Democrat
Demo People Bible
Bibliography Book Diagnostics
Diaggnosis Know Technology
Technician
Technical Skill, art or craft Politicians
Politics City, method of government Geography
Geometry
Geographics Earth Metropolitan
Metro
Metroploitics Mother City Meta-analysis
Metabolism
Metacognition Beside, later, beyond Hemisphere
Semicircle
Demitone Half Mega
Megabit
Megacycle Large or Great Monarchy
Monarch Chief or Ruler Mechanics
Mechanism Machine Created by Grace Seymour, 2011 Greek Root Words III Automobile
Automatic
Autostart Self Monopoly
Monopolize One Monopoly
Polyester Many Philadelphia
Audiophile
Logophile Love Dyslexia
Lexis
Paralexia Word Pathetic
Pathologist
Sympathy Feeling, Suffering, Disease Physical
Physics
Physiology Nature Analyze literary works that share similar themes across cultures Compare and contrast similarities and differences in mythologies from various cultures, for example, ideas of afterlife, roles and characteristics of deities, purposes of myths, etc. Analyze, make inferences, and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide textual evidence to support understanding. Analyze, make inferences, and draw conclusions about persuasive text and provide textual evidence to support understanding. Compare and contrast persuasive texts that reached different conclusions about the same issue Explain how the authors reached their conclusions through analyzing the evidence presented Understanding and Analysis of Literary Texts Reading/Comprehension of Literary Text/Theme and Genre Explain how values and beliefs of particular characters are affected by the historical and cultural setting of the literary work Understanding and Analysis of Literary Texts Reading/Comprehension of Literary Text/Poetry Understand, make inferences and draw conclusions about the structure and elements of poetry Compare and contrast the relationship between the purpose and characteristics of different poetic forms...epic poetry, lyric poetry, etc. Books (Continued):
Random House Book of Poetry: A Treasury of 572 Poems for Today’s Child. Selected by Jack Prelutsky. NY: Random House, 1983.
Recess, Rhyme, and Reason: A Collection of Poems About School. Compiled and annotated by Patricia M. Stockland. Minneapolis, MS: Compass Point Books, 2004.
Teaching 10 Fabulous Forms of Poetry: Great Lessons, Brainstorming Sheets, and Organizers for Writing Haiku, Limericks, Cinquains, and Other Kinds of Poetry Kids Love. Janeczko, Paul B. NY: Scholastic Professional Books, 2000.
Tomie DePaola’s Book of Poems. Selected by Tomie DePaola. NY: G.P. Putnam’s Sons, 1988.
The Twentieth Century Children’s Poetry Treasury. Selected by Jack Prelutsky. NY: Alfred A. Knopf, 1999.
Weather: Poems. Selected by Lee Bennett Hopkins. NY: HarperCollins, 1994.
Writing Poetry with Children. Monterey, CA: Evan-Moor Corp., 1999. Acknowledgements Books:
Cobwebs, Chatters, and Chills: A Collection of Scary Poems. Compiled and annotated by Patricia M. Stockland. Minneapolis, MS: Compass Point Books, 2004.
Dirty Laundry Pile: Poems in Different Voices. Selected by Paul B. Janeczko. New York: HarperCollins, 2001.
Easy Poetry Lessons that Dazzle and Delight. Harrison, David L. NY: Scholastic Professional Books, 1999.
Favorite Poems: Old and New. Selected by Helen Ferris. NY: Doubleday. 1957.
A Kick in the Head: An Everyday Guide to Poetic Forms. Selected by Paul B. Janeczko. Boston, MA: Candlewick Press, 2005.
Knock at a Star: A Child’s Introduction to Poetry. Kennedy, X. J. and Kennedy, Dorothy M. Boston: Little, Brown and Company, 1999.
Pass the Poetry, Please. Hopkins, Lee Benett. New York: Harper Collins, 1998.
Poem Making: Ways to Begin Writing Poetry. Livingston, Myra Cohn. New York: Harper Collins,1991.
Poetry from A to Z. Janeczko, Paul B. New York: Simon & Schuster, 1994.
Poetry Place Anthology: More Than 600 Poems for All Occasions. NY: Scholastic Professional Books, 1983. Acknowledgements Poetry

What is poetry? Who knows?
Not a rose, but the scent of a rose;
Not the sky, but the light in the sky;
Not the fly, but the gleam of the fly;
Not the sea, but the sound of the sea;
Not myself, but what makes me
See, hear, and feel something that prose
Cannot: and what it is, who knows?

By Eleanor Farjeon Rhymes are words that end with the same sound. (Hat, cat and bat rhyme.)
Rhyming sounds don’t have to be spelled the same way. (Cloud and allowed rhyme.)
Rhyme is the most common sound device in poetry. Rhyme By Mrs. Paula McMullen
Library Teacher
Norwood Public Schools Understanding Poetry Clip Art and Images Resources:
Awesomeclipartforkids.com
http://www.awesomeclipartforkids.com/
Barrysclipart.com
http://www.barrysclipart.com/D
Bible Picture Clip Art Gallery
www.biblepicturegallery.com
The Bullwinkle Show; Bullwinkle’s Corner clip art
Located at www.google.com
Clipartheaven.com
http://www.clipartheaven.com/
Discovery School
http://school.discovery.com/clipart/
DK.com
http://uk.dk.com/static/cs/uk/11/clipart/home.html
Geocities.com
http://www.geo.yahoo.com
Hasslefreeclipart.com
http://www.hasslefreeclipart.com/
Microsoft Office Clip Art
http://office.microsoft.com/clipart/
PBS.org
http://www.pbs.org/
Readwritethink.org
http://www.readwritethink.org/ Acknowledgements Click on the following link to find suggested resources for teaching poetry.
Poetry Resources Resources for Teaching Poetry Click on the following link to access poems written by poets suggested in the Massachusetts English Language Arts Curriculum Frameworks (Grades 3-5).
Poetry Frameworks - Poets

Poets include: Rosemary and Stephen Vincent Benet, Lewis Caroll, John Ciardi, Rachel Field, Robert Frost, Langston Hughes, Edward Lear, Myra Cohn Livingston, David McCord, A. A. Milne, Ogden Nash, Laura Richards, and Henry Wadsworth Longfellow for Grade 5. Mass. Frameworks Poets Loose brown parachute
Escaping
And
Floating on puffs of air.
by Paul Paolilli In an acrostic poem the first letter of each line, read down the page, spells the subject of the poem.
Type of free verse poem.
Does not usually rhyme. Acrostic A concrete poem (also called shape poem) is written in the shape of its subject.
The way the words are arranged is as important what they mean.
Does not have to rhyme. Concrete Poem Day
Bright, sunny,
Laughing, playing, doing,
Up in the east, down in the west –
Talking, resting, sleeping,
Quiet, dark,
Night Antonym Diamante Repetition occurs when poets repeat words, phrases, or lines in a poem.
Creates a pattern.
Increases rhythm.
Strengthens feelings, ideas and mood in a poem.
(See next slide for example.) Repetition AABB – lines 1 & 2 rhyme and lines 3 & 4 rhyme
ABAB – lines 1 & 3 rhyme and lines 2 & 4 rhyme
ABBA – lines 1 & 4 rhyme and lines 2 & 3 rhyme
ABCB – lines 2 & 4 rhyme and lines 1 & 3 do not rhyme Poets can choose from a variety of different rhyming patterns.
(See next four slides for examples.) Rhyming Patterns In poetry the sound and meaning of words are combined to express feelings, thoughts, and ideas.
The poet chooses words carefully.
Poetry is usually written in lines. To find meaning in a poem, readers ask questions as they read. There are many things to pay attention to when reading a poem:

Title – Provides clues about – topic, mood, speaker, author’s purpose?
Rhythm – Fast or slow? Why?
Sound Devices – What effects do they have?
Imagery – What pictures do we make in our minds?
Figures of Speech – What do they tell us about the subject?
Voice – Who is speaking - poet or character; one voice or more?
Author’s Purpose – Sending message, sharing feelings, telling story,
being funny, being descriptive?
Mood – Happy, sad, angry, thoughtful, silly, excited, frightened?
Plot – What is happening in the poem?

Remember, to make meaning, readers must make connections and tap into their background knowledge and prior experiences as they read. Reading for Meaning The mood in this poem is thoughtful. What clues in the poem can you use to determine the mood? Magic Landscape Shall I draw a magic landscape?
In the genius of my fingers
I hold the seeds.
Can I grow a painting like a flower?
Can I sculpture a future without weeds?

By Joyce Carol Thomas Mood - Magic Landscape The mood in this poem is angry. What clues in the poem can you use to determine the mood? Mad Song I shut my door
To keep you out
Won’t do no good
To stand and shout
Won’t listen to
A thing you say
Just time you took
Yourself away
I lock my door
To keep me here
Until I’m sure
You disappear.

By Myra Cohn Livingston Mood - Mad Song Vacuum Cleaner The author’s purpose is to describe an object – a vacuum cleaner. Roars over carpet
zig-zag-zips
sucking up fuzz
through metal lips.

By Dee Lillegard Author’s Purpose: Be Descriptive *Although description is important in all poems, the focus of some poems is the description itself rather than feelings, story-telling, message, or humor. The poet has an “author’s purpose” when he writes a poem. The purpose can be to:
Share feelings (joy, sadness, anger, fear, loneliness)
Tell a story
Send a message (theme - something to think about)
Be humorous
Provide description* (e.g., person, object, concept) Author’s Purpose “Voice” is the speaker in a poem. The speaker can be the poet himself or a character he created in the poem. There can be one speaker or many speakers. Hi! Hello! Poet as speaker (slides 47-49)
Human character in poem as speaker (slide 50)
Object or animal as speaker (slides 51-52)
More than one speaker (slides 53-54) Voice The Walrus
The pounding spatter
Of salty sea
Makes the walrus
Walrusty.
By Douglas Florian Some poets use a special kind of word play by making up words or misspelling them on purpose. Word Play A Princess Laments
I kissed a frog because I’d heard
That it would turn into a prince.
That’s not exactly what occurred,
And I’ve been croaking ever since.
by Jack Prelutsky A nonsense poem is a humorous poem with silly characters and actions. It is meant to be fun.
Can be written as a limerick or as another form of poetry. Nonsense Poems Revenge

When I find out who took the last cooky

out of the jar and left me a bunch of

stale old messy crumbs, I'm going to take

me a handful and crumb up someone's bed.

By Myra Cohn Livingston A free verse poem does not use rhyme or patterns.
Can vary freely in length of lines, stanzas, and subject. Free Verse Little frog among
rain-shaken leaves, are you, too,
splashed with fresh, green paint?
by Gaki A haiku is a Japanese poem with 3 lines of 5, 7, and 5 syllables. (Total of 17 syllables.)
Does not rhyme.
Is about an aspect of nature or the seasons.
Captures a moment in time. Haiku Monsters
Creepy, sinister,
Hiding, lurking, stalking,
Vampires, mummies, werewolves and more –
Chasing, pouncing eating,
Hungry, scary,
Creatures Synonym Diamante Diamante Pattern
Line 1 – Your topic (noun)
Line 2 – Two adjectives about
Line 3 – Three “ing” words about
Line 4 – Four nouns or short phrase linking topic (or topics)
Line 5 – Three “ing” words about
Line 5 – Two adjectives about
Line 7 – Your ending topic (noun) A diamante is a seven-line poem written in the shape of a diamond.
Does not rhyme.
Follows pattern.
Can use synonyms or antonyms.
(See next two slides for examples.) Diamante Owl
Swift, ferocious
Watches for food
Soaring through the night
Hunter Word-count cinquain for younger students uses the following pattern:

Line 1: One word (title)
Line 2: Two words (describe the
title)
Line 3: Three words (describe an
action)
Line 4: Four words (describe a
feeling)
Line 5: One word (another word for
title) Word-Count Cinquain The Lizard
The lizard is a timid thing
That cannot dance or fly or sing;
He hunts for bugs beneath the floor
And longs to be a dinosaur.
By John Gardner A quatrain is a poem, or stanza, written in four lines.
The quatrain is the most common form of stanza used in poetry.
Usually rhymes.
Can be written in variety of rhyming patterns.
(See slide 9 entitled “Rhyming Patterns.”) Quatrain Winter Moon
How thin and sharp is the moon tonight!
How thin and sharp and ghostly white
Is the slim curved crook of the moon tonight!
By Langston Hughes A tercet is a poem, or stanza, written in three lines.
Usually rhymes.
Lines 1 and 2 can rhyme; lines 1 and 3 can rhyme; sometimes all 3 lines rhyme. Tercet There are many forms of poetry including the: Couplet
Tercet
Acrostic
Cinquain
Haiku
Senryu
Concrete Poem
Free Verse
Limerick Forms of Poetry From “Mister Sun” Mister Sun
Wakes up at dawn,
Puts his golden
Slippers on,
Climbs the summer
Sky at noon,
Trading places
With the moon.

by J. Patrick Lewis Personification Example The moon smiled down at me. Personification gives human traits and feelings to things that are not human – like animals or objects.
(See next slide for example.) Personification The Night is a Big Black Cat The Night is a big black cat
The moon is her topaz eye,
The stars are the mice she hunts at night,
In the field of the sultry sky.

By G. Orr Clark Metaphor Example The runner streaked like a cheetah. A simile compares two things using the words “like” or “as.”
Comparing one thing to another creates a vivid image.
(See next slide for example.) Simile Figures of speech are tools that writers use to create images, or “paint pictures,” in your mind.
Similes, metaphors, and personification are three figures of speech that create imagery. Figures of Speech Listen Scrunch, scrunch, scrunch.
Crunch, crunch, crunch.
Frozen snow and brittle ice
Make a winter sound that’s nice
Underneath my stamping feet
And the cars along the street.
Scrunch, scrunch, scrunch.
Crunch, crunch, crunch.

by Margaret Hillert Onomatopoeia Example This Tooth I jiggled it
jaggled it
jerked it.

I pushed
and pulled
and poked it.
But –
As soon as I stopped,
And left it alone
This tooth came out
On its very own!

by Lee Bennett Hopkins Alliteration Example From “Bliss” Let me fetch sticks,
Let me fetch stones,
Throw me your bones,
Teach me your tricks.

By Eleanor Farjeon ABBA Rhyming Pattern Oodles of Noodles I love noodles. Give me oodles.
Make a mound up to the sun.
Noodles are my favorite foodles.
I eat noodles by the ton.

By Lucia and James L. Hymes, Jr. ABAB Rhyming Pattern First Snow Snow makes whiteness where it falls.
The bushes look like popcorn balls.
And places where I always play,
Look like somewhere else today.

By Marie Louise Allen AABB Rhyming Pattern Rhythm is the flow of the beat in a poem.
Gives poetry a musical feel.
Can be fast or slow, depending on mood and subject of poem.
You can measure rhythm in meter, by counting the beats in each line.
(See next two slides for examples.) Rhythm Writers use many elements to create their poems. These elements include: Rhythm
Sound
Imagery
Form Poetry Elements The mood in this poem is silly. What clues in the poem can you use to determine the mood? Higglety, Pigglety, Pop! Higglety, Pigglety, Pop!
The dog has eaten the mop;
The pig’s in a hurry,
The cat’s in a flurry,
Higglety, Pigglety, Pop!

By Samuel Goodrich Mood - Higglety, Pigglety, Pop The mood in this poem is sad. What clues in the poem can you use to determine the mood? Foghorns The foghorns moaned
in the bay last night
so sad
so deep
I thought I heard the city
crying in its sleep.

By Lilian Moore Mood - Foghorns The mood in this poem is fearful. What clues in the poem can you use to determine the mood? Something is There Something is there
there on the stair
coming down
coming down
stepping with care.
Coming down
coming down
slinkety-sly.

Something is coming and wants to get by.

By Lilian Moore Mood - Something is There The mood in this poem is sad. What clues in the poem can you use to determine the mood? Poem I loved my friend.
He went away from me.
There’s nothing more to say.
The poem ends,
Soft as it began –
I loved my friend:

By Langston Hughes Mood - Poem The mood in this poem is happy. What clues in the poem can you use to determine the mood? Barefoot Days by Rachel Field In the morning, very early,
That’s the time I love to go
Barefoot where the fern grows curly
And grass is cool between each toe,
On a summer morning-O!
On a summer morning!

That is when the birds go by
Up the sunny slopes of air,
And each rose has a butterfly
Or a golden bee to wear;
And I am glad in every toe –
Such a summer morning-O!
Such a summer morning! Mood - Barefoot Days Mood is the atmosphere, or emotion, in the poem created by the poet.
Can be happy, angry, silly, sad, excited, fearful or thoughtful.
Poet uses words and images to create mood.
Author’s purpose helps determine mood.
(See slides 65-72 for examples.) Mood Understanding The author’s purpose is to describe a concept – weather. Sun
And rain
And wind
And storms
And thunder go together.

There has to be a bit of each
To make the weather.

By Myra Cohn Livingston Author’s Purpose: Be Descriptive The author’s purpose is to describe a strange-looking person. Me by Karla Kuskin “My nose is blue,
My teeth are green,
My face is like a soup tureen.
I look just like a lima bean.
I’m very, very lovely.
My feet are far too short
And long.
My hands are left and right
And wrong.
My voice is like the hippo’s song.
I’m very, very,
Very, very,
Very, very
Lovely?” Author’s Purpose: Be Descriptive Insides The author’s purpose is to write a humorous poem about the purpose of skin. I’m very grateful to my skin
For keeping all my insides in –
I do so hate to think about
What I would look like inside-out.
By Colin West Author’s Purpose: Be Humorous Share the Adventure The author’s purpose is to send a serious message.
The message, or theme, is that reading is an adventure that can be shared. Pages and pages
A seesaw of ideas –
Share the adventure

Fiction, nonfiction:
Door to our past and future
Swinging back and forth

WHAM! The book slams shut,
But we read it together
With our minds open

by Patricia and Frederick McKissack Author’s Purpose: Send Message The author’s purpose is to tell the story of a boy who watched too much television. And his brains turned into TV tubes,
And his face to a TV screen.
And two knobs saying “VERT.” and “HORIZ.”
Grew where his ears had been.

And he grew a plug that looked like a tail
So we plugged in little Jim.
And now instead of him watching TV
We all sit around and watch him. Jimmy Jet By Shel Silverstein

I'll tell you the story of Jimmy Jet –
And you know what I tell you is true.
He loved to watch his TV set
Almost as much as you.

He watched all day,he watched all night
Till he grew pale and lean,
From "The Early Show" to “The Late Late Show”
And all the shows between.

He watched till his eyes were frozen wide,
And his bottom grew into his chair.
And his chin turned into a tuning dial,
And antennae grew out of his hair. Author’s Purpose: Tell Story When I Was Lost The author’s purpose is to share her feelings about being lost and scared. Underneath my belt
My stomach was a stone.
Sinking was the way I felt.
And hollow.
And alone.

By Dorothy Aldis Author’s Purpose: Share Feelings Turtle in July In this poem, the voice is that of a turtle keeping cool on a hot July day. The turtle is the character in the poem. Heavy
Heavy hot
Heavy hot hangs
Thick sticky
Icky
But I lie
Nose high
Cool pool
No fool
A turtle in July

by Marilyn Singer Voice: Animal as Speaker For Keeps In this poem, the voice is that of a child flying a kite on a windy day. The child is the character in the poem. We had a tug of war today
Old March Wind and I.
He tried to steal my new red kite
That Daddy helped me fly.
He huffed and puffed.
I pulled so hard
And held that string so tight
Old March Wind gave up at last
And let me keep my kite.

by Jean Conder Soule Voice: Human Character as Speaker Clouds In this poem, the poet speaks to clouds - something that cannot answer back. She uses a metaphor when she calls the clouds “white sheep.” White sheep, white sheep,
On a blue hill,
When the wind stops
You all stand still.
When the wind blows
You walk away slow.
White sheet, white sheep,
Where do you go?

by Christina Rosetti Voice: Poet as Speaker The Sugar Lady In this poem, the poet tells a story about a lonely old woman hoping to talk. There is an old lady who lives down the hall,
Wrinkled and gray and toothless and small.
At seven already she’s up,
Going from door to door with a cup.
“Do you have any sugar?” she asks,
Although she’s got more than you.
“Do you have any sugar?” she asks,
Hoping you’ll talk for a minute or two.

by Frank Asch Voice: Poet as Speaker The Wind In this poem, the poet speaks of her feelings about the power of the wind. Who has seen the wind?
Neither I nor you:
But when the leaves hang trembling
The wind is passing thro’.

Who has seen the wind?
Neither you nor I:
But when the trees bow down their heads,
The wind is passing by.

by Christina Rosetti Voice: Poet as Speaker First day, new school year,
backpack harbors a fossil…
last June’s cheese sandwich.

By Cristine O’Connell George A senryu follows same pattern as haiku.
Written in 3 unrhymed lines of 5, 7, and 5 syllables, with total of 17 syllables.
Is about human nature, rather than natural world. Senryu The Jellyfish
Who wants my jellyfish?
I’m not sellyfish!
By Ogden Nash A couplet is a poem, or stanza in a poem, written in two lines.
Usually rhymes. Couplet The winter wind is a wolf howling at the door. A metaphor compares two things without using the words “like” or “as.”
Gives the qualities of one thing to something that is quite different.
(See next slide for example.) Metaphor Words that represent the actual sound of something are words of onomatopoeia. Dogs “bark,” cats “purr,” thunder “booms,” rain “drips,” and the clock “ticks.”
Appeals to the sense of sound.
(See next slide for example.) Onomatopoeia The Sun Some one tossed a pancake,
A buttery, buttery, pancake.
Someone tossed a pancake
And flipped it up so high,
That now I see the pancake,
The buttery, buttery pancake,
Now I see that pancake
Stuck against the sky.


by Sandra Liatsos Repetition Example The Alligator The alligator chased his tail
Which hit him in the snout;
He nibbled, gobbled, swallowed it,
And turned right inside-out.

by Mary Macdonald ABCB Rhyming Pattern The rhythm in this poem is slow – to match the night gently falling and the lights slowly coming on. Where Are You Now? When the night begins to fall
And the sky begins to glow
You look up and see the tall
City of lights begin to grow –
In rows and little golden squares
The lights come out. First here, then there
Behind the windowpanes as though
A million billion bees had built
Their golden hives and honeycombs
Above you in the air.

By Mary Britton Miller Rhythm Example Joyful The mood in this poem is happy. What clues in the poem can you use to determine the mood? A summer day is full of ease,
a bank is full of money,
our lilac bush is full of bees,
And I am full of honey.

By Rose Burgunder Mood - Joyful Monster Mothers
By Florence Parry Heide In this poem, there are many voices. The speakers are the monster mothers describing their babies. “Mine’s as scaly
as a fish.”
“Mine is sort of
yellowish.”

“Mine breathes fire
and smoke and such.”
“Mine has skin
you’d hate to touch.” When monster mothers get together
They brag about their babies.
The other day I heard one say,
“He’s got his very first fang today!”

“Mine is ugly.”
“Mine is mean.”
“Mine is turning
nice and green.” Voice: Multiple Speakers I Talk With the Moon There are two voices in this poem. In the first stanza the voice is that of the night-time owl. In the second stanza the voice is that of the day-time wren. I talk with the moon, said the owl
While she lingers over my tree
I talk with the moon, said the owl
And the night belongs to me.

I talk with the sun said the wren
As soon as he starts to shine
I talk with the sun, said the wren
And the day is mine.

By Beverly McLoughland Voice: Two Speakers Crayon Dance In this poem, the voice is that of a blue crayon, happy to be picked by the artist. The crayon is the character in the poem. The cardboard ceiling lifts
Pickmepickmepickme, I pray
The fingers do! They choose me, Sky Blue!
Hurrah! Hooray!

by April Halprin Wayland Voice: Object as Speaker There Seems to Be a Problem I really don’t know about Jim.
When he comes to our farm for a swim,
The fish as a rule,
jump out of the pool.
Is there something the matter with him?
By John Ciardi A limerick is a funny poem of 5 lines.
Lines 1, 2 & 5 rhyme.
Lines 3 & 4 are shorter and rhyme.
Line 5 refers to line 1.
Limericks are a kind of nonsense poem. Limerick Oh, cat
are you grinning
curled in the window seat
as sun warms you this December
morning?
By Paul B. Janezco                                                                  A cinquain is a poem written in five lines that do not rhyme.
Traditional cinquain has five lines containing 22 syllables in the following pattern:
Line 1 – 2 syllables
Line 2 – 4 syllables
Line 3 – 6 syllables
Line 4 – 8 syllables
Line 5 – 2 syllables Traditional Cinquain March
A blue day
A blue jay
And a good beginning.

One crow,
Melting snow –
Spring’s winning!

By Eleanor Farjeon Most poems are written in lines.
A group of lines in a poem is called a stanza.
Stanzas separate ideas in a poem. They act like paragraphs.
This poem has two stanzas. Lines and Stanzas Imagery is the use of words to create pictures, or images, in your mind.
Appeals to the five senses: smell, sight, hearing, taste and touch.
Details about smells, sounds, colors, and taste create strong images.
To create vivid images writers use figures of speech. Five Senses Imagery The snake slithered silently along the sunny sidewalk. Alliteration is the repetition of the first consonant sound in words, as in the nursery rhyme “Peter Piper picked a peck of pickled peppers.”
(See next slide for example.) Alliteration Writers love to use interesting sounds in their poems. After all, poems are meant to be heard. These sound devices include: Rhyme
Repetition
Alliteration
Onomatopoeia Sound The rhythm in this poem is fast – to match the speed of the stick striking the fence. The Pickety Fence by David McCord The pickety fence
The pickety fence
Give it a lick it's
The pickety fence
Give it a lick it's
A clickety fence
Give it a lick it's a lickety fence
Give it a lick
Give it a lick
Give it a lick
With a rickety stick
pickety
pickety
pickety
pick. Rhythm Example Beetles The author’s purpose is to describe a variety of beetles. Emerald, ruby, turquoise blue,
Beatles come in every hue:
Beetles that pinch or sting or bite,
Tiger beetles that claw and fight,
Beetles whose burnished armor gleams,
Whirligig beetles that dance on streams,
Antlered beetles in staglike poses,
Beetles that smell – and not like roses,
Others that click like castanets,
That dig or swim or zoom like jets,
Hard as coffee beans, brown as leather,
Or shimmering bright as a peacock feather!

By Ethel Jacobson Author’s Purpose: Be Descriptive Flint An emerald is as green as grass,
A ruby red as blood;
A sapphire shines as blue as heaven;
A flint lies in the mud.

A diamond is a brilliant stone,
To catch the world’s desire;
An opal holds a fiery spark;
But a flint holds fire.

By Christina Rosetti Simile Example http://www.pbs.org/newshour/extra/features/jan-june00/poetryboxdevicesexamples.html
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