1. art and entertainment
2. books and literature
3. poetry

Curriculum Map
Poetry Genre Study
Kindergarten
Holyoke Public Schools
Revised August, 2012
Mary Curro, Interim Director of Early Childhood
Amy Burke, Early Childhood Coach
Jennifer Consedine, K, Sullivan
Karen Kent, K, E.N. White
Kristine Kirton, Gr. 1, Sullivan
Patricia McMahon-Westcott, K, Sullivan
prepared by
Mary Curro
Academic Coordinator for Kindergarten
Jennifer Consedine, K, Sullivan
Korri Tessier, K, Lawence
2008
Poetry
Genre Study for Kindergarten
Poetry is an ongoing and integral part of the daily kindergarten curriculum. It is expected
that kindergarten teachers will explore poetry daily with their students and that children
will maintain an ongoing Poetry Folder throughout the year.
In addition to daily poetry work, kindergarten students will participate in a Poetry Genre
Study. The unit of study will give children the opportunity to begin to discover poetry as
a genre with specific and unique attributes. Through modeling and imitative activities
with poetry, students will notice and begin to create poetry with particular characteristics.
As the writing of kindergarten children is at the emergent level, they may need to dictate
poems initially. Many kindergarten students will represent poetry with drawings and
emergent writing in their Poetry Journals. As they begin to differentiate between poetry
and other genres, students will focus on the following skills as they investigate the
elements of poetry:
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Build oral language and vocabulary
Develop an ear for the sounds, rhythms, and sensory language of poetry
Recognize that poetry exists in all cultures
View themselves as readers and writers of poetry
Tell, draw, and write poems from personal experiences
Respond to poems appropriately
Develop and use concepts of print
Use beginning comprehension strategies such as visualizing.
Before beginning this unit, students should be familiar with and be able to implement the
Routines and Rituals of both Readers and Writers Workshops and should understand that
print carries meaning. Modifications will need to be made for ELL students to make sure
that vocabulary used in the genre study is introduced and reinforced on an ongoing basis.
In preparation for teaching this unit, students should be exposed to reading a wide variety
of poetry texts. Teachers will need to model specific strategies for reading and creating
poetry many times to provide children with examples of how to access and experience
poetry
Students will maintain an ongoing poetry folder during this unit to collect and organize
work. All student work should be dated to indicate progress over time. Teacher will need
to premake suggested poems on charts for whole group reading. The teacher will also
maintain an ongoing poetry folder of his/her models of writing and pieces of children’s
work to use as samples during instruction. During the course of this genre study, the
teacher will create with the children a series of ongoing attribute charts that serve as
reminders of elements of good poetry. New strategies will be added on as taught and
former strategies reviewed as necessary. Students will work to create pieces of poetry,
both individually and in groups. As final project for this genre study, students will
produce a Poetry Folder with representative samples of their own poetry writing.
Access to the Curriculum for All Students
These curriculum maps are designed based on a respect for the individuality of our
students and a belief that all students can learn. Teachers are encouraged to plan
instruction in a way that recognizes that students have multiple ways of taking in
information and making sense of ideas. We believe that teachers should present
content to students in a way that is respectful and flexible and does not expect students to
change to meet the curriculum. We welcome students of varied backgrounds, learning
styles, and abilities into our classrooms with the goal of maximizing each student’s
growth and success.
Teachers can gain inspiration from the UDL/Universal Design for Learning Framework
developed by CAST that calls for curriculum to be designed with the needs of all children
in mind using:
o Flexible methods of presentation
o Flexible methods of expression
o Flexible options for engagement
Universal Design for Learning Guidelines
Multiple Means of Presentation
1: Provide options for perception
1.1 Offer ways of customizing the display of information
1.2 Offer alternatives for auditory information
1.3 Offer alternatives for visual information
2: Provide options for language, mathematical expressions, and symbols
2.1 Clarify vocabulary and symbols
2.2 Clarify syntax and structure
2.3 Support decoding of text, mathematical notation, and symbols
2.4 Promote understanding across languages
2.5 Illustrate through multiple media
3: Provide options for comprehension
3.1 Activate or supply background knowledge
3.2.Highlight patterns, critical features, big ideas, and relationships
3.3 Guide information processing, visualization, and manipulation
3.4 Maximize transfer and generalization
Multiple Means of Action and Expression
4: Provide options for physical action
4.1 Vary the methods for response and navigation
4.2 Optimize access to tools and assistive technologies
5: Provide options for expression and communication
5.1 Use multiple media for communication
5.2 Use multiple tools for construction and composition
5.3 Build fluencies with graduated levels of support for practice and performance
6: Provide options for executive functions
6.1 Guide appropriate goal-setting
6.2 Support planning and strategy development
6.3 Facilitate managing information and resources
6.4 Enhance capacity for monitoring progress
Multiple Means of Engagement
7: Provide options for recruiting interest
7.1 Optimize individual choice and autonomy
7.2 Optimize relevance, value, and authenticity
7.3 Minimize threats and distractions
8: Provide options for sustaining effort and persistence
8.1 Heighten salience of goals and objectives
8.2 Vary demands and resources to optimize challenge
8.3 Foster collaboration and community
8.4 Increase mastery-oriented feedback
9: Provide options for self-regulation
9.1 Promote expectations and beliefs that optimize motivation
9.2 Facilitate personal coping skills and strategies
9.3 Develop self-assessment and reflection
II. Provide Multiple Means of
Action and Expression
III. Provide Multiple Means of
Engagement
Resourceful, knowledgeable learners Strategic, goal-directed learners Purposeful,
motivated learners
© 2011 by CAST. All rights reserved. www.cast.org, www.udlcenter.org
APA Citation: CAST (2011). Universal design for learning guidelines version 2.0. Wake_eld, MA: Author.
MA Curriculum Frameworks/ ELA Standards, 2011
Poetry, K
Reading Standards for Literature (RL)
Kindergarteners
Key Ideas and Details
1. With prompting and support, ask and answer questions about key details in a
text/poem.
2. With prompting and support, retell familiar stories/poems, including key details.
Craft and Structure
4. Ask and answer questions about unknown words in a text/poem.
5. Recognize common types of texts (e.g., storybooks, poems).
Integration of Knowledge and Ideas
MA.8.A Identify and respond to characteristics of traditional poetry for children: rhyme;
regular beats; and repetition of sounds, words and phrases.
9. With prompting and support, compare and contrast the adventures and experiences
of characters in familiar stories/poems.
Range of Reading and Level of Text Complexity
10. Actively engage in group reading activities with purpose and understanding.
Reading Standards: Foundational Skills [RF]
Kindergartners:
Print Concepts
1. Demonstrate understanding of the organization and basic features of print.
 Follow words from left to right, top to bottom, and page by page.
 Recognize that spoken words are represented in written language by specific
sequences of letters.
 Understand that words are separated by spaces in print.
 Recognize and name all upper- and lowercase letters of the alphabet.
Phonological Awareness
2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
 Recognize and produce rhyming words.
 Count, pronounce, blend, and segment syllables in spoken words.
 Blend and segment onsets and rimes of single-syllable spoken words.
 Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in
three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not
include CVCs ending with /l/, /r/, or /x/.)
 Add or substitute individual sounds (phonemes) in simple, one-syllable words to
make new words
Writing Standards Pre-K–5 (W)
Kindergartners:
Text Types and Purposes
1. Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or the name of the book they are writing about and
state an opinion or preference about the topic or book e.g., My favorite book/poem is...
MA.3.A. With prompting and support, write or dictate poems with rhyme and repetition.
Production and Distribution of Writing
5. With guidance and support from adults, respond to questions and suggestions from
peers and add details to strengthen writing as needed.
Speaking and Listening Standards (SL)
Kindergartners:
Comprehension and Collaboration
1. Participate in collaborative conversations with diverse partners about kindergarten
topics and texts with peers and adults in small and larger groups.
 Follow agreed-upon rules for discussions (e.g., listening to others and taking
turns speaking about the topics and texts under discussion).
 Continue a conversation through multiple exchanges.
Presentation of Knowledge and Ideas
4. Describe familiar people, places, things, and events and, with prompting support,
provide additional detail.
5. Add drawings or other visual displays to descriptions as desired to provide additional
detail.
6. Speak audibly and express thoughts, feelings, and ideas clearly.
Language Standards Pre-K–5 (L)
Kindergartners:
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
 Print many upper- and lowercase letters.
 Use frequently occurring nouns and verbs.
 Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs;
 wish, wishes).
 Understand and use question words (interrogatives) (e.g., who, what,
 where, when, why, how).
 Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off,
for, of, by, with).
 Produce and expand complete sentences in shared language activities.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on kindergarten reading and content.
 Identify new meanings for familiar words and apply them accurately (e.g.,
knowing duck is a bird and learning the verb to duck).
 Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-,
pre-, -ful, -less) as a clue to the meaning of an unknown word.
5. With guidance and support from adults, explore word relationships and
nuances in word meanings.
 Sort common objects into categories (e.g., shapes, foods) to gain a sense of the
concepts the categories represent.
 Demonstrate understanding of frequently occurring verbs and adjectives by
relating them to their opposites (antonyms).
 Identify real-life connections between words and their use (e.g., note places at
school that are colorful).
 Distinguish shades of meaning among verbs describing the same general action
(e.g., walk, march, strut, prance) by acting out the meanings.
6. Use words and phrases acquired through conversations, reading and being read to, and
responding to texts.
MA Arts Frameworks
PreK-Gr. 4
Theatre Strand
1.1
Read, listen to, and tell stories from a variety of cultures, genres, and styles.
1.2
Imagine and clearly describe characters, their relationships, setting, conflict, and
plot from a variety of appropriate literature.
Dance Strand
1.1
Observe, explore, and discuss how movements can show feelings, images,
thoughts, colors, sounds, and textures
Visual Arts Strand
1.1
Create 2D and 3D expressive artwork that explores abstraction
1.1.1 Create 2D and 3D artwork from memory or imagination to tell a story or embody
an idea or fantasy.
MA Instructional Technology Standards
PreK–Gr. 4
1.1.1 Develop basic skills for using hardware and applications (e.g., open/close a file,
navigate using scroll bars, arrow keys, and mouse).
1.10 Explore the use of drawing and painting applications for class projects.
WIDA English Language Proficiency Standards for Kindergarten
WIDA - World Class Instructional Design and Assessment - has developed Performance
Definitions for levels of English language proficiency in the areas of Listening, Speaking,
Reading and Writing that outline the progression of language development in the
acquisition of English as an additional language from Level 1, Entering the Process, to
Level 6, Reaching Proficiency. WIDA Standards include standards for social and
instructional language proficiency as well as content area standards.
Please refer to WIDA English Language Proficiency Standards, 2007 Edition, for more
detailed information on each level as described below:
 Level 1 Entering
 Level 2 Beginning
 Level 3 Developing
 Level 4 Expanding
 Level 5 Bridging
 Level 6 Reaching
The following WIDA Standards relate to the learning activities in this curriculum map
and are included to help with lesson planning to assure access to the curriculum for
our ELL students.
WIDA English Language Proficiency Standards Kindergarten 2007
Language Arts
Listening/Concepts About Print
Level 1 Entering
Point to features of big books in a large group (e.g., “cover,” “title,”
“author,” “illustrator”) according to oral commands
Level 2 Beginning
Show directionality of print in various sources in a large group (e.g.,left to right,
beginning/ending of pages, top/bottom) according to oral commands
Level 3 Developing
Identify features of text in context with a partner (e.g., spaces between words, sentences)
according to oral directions
Level 4 Expanding
Sort features of text with a partner (e.g.,lower/upper case letters, periods/question marks)
according to oral directions
Level 5 Bridging
Match illustrations to oral reading of related sentences or short stories
WIDA English Language Proficiency Standards Kindergarten
2007
Language Arts/Speaking
Level 1 Entering
Social Behavior
Repeat polite words or expressions when modeled (e.g., “Please” and “Thank you”) in
short dialogues
Nursery Rhymes
Repeat key words in rhymes from picture cues in a whole group
Rhyme
Repeat words or phrases from rhymes supported by illustrations
Level 2 Beginning
Social Behavior
Make polite requests from models or gestures (e.g., “Please sit down.”)
Nursery Rhymes
Chant phrases or short sentences in rhymes using gestures from picture cues in a whole
group
Rhyme
Complete phrases from rhymes supported by illustrated models
Level 3 Developing
Social Behavior
Use polite language in conversations (e.g., role play, telephone talk)
Nursery Rhymes
Rehearse short rhymes using gestures from picture cues in whole or small groups
Rhyme
Describe persons or events in rhymes supported by illustrations
Level 4 Expanding
Social Behavior
Give compliments, offer apologies or express gratitude within conversations
Nursery Rhymes
Complete short rhymes using gestures from picture cues in whole or small groups
Rhyme
Discuss what happens (plot or events) in rhymes supported by illustrations
Level 5 Bridging
Social Behavior
Adapt polite language to social situations appropriate to audience
Nursery Rhymes
Recite rhymes using gestures from memory in whole or small groups supported by
illustrations
Rhymes
Paraphrase rhymes supported by illustrations
WIDA English Language Proficiency Standards Kindergarten
2007
Language Arts/Reading
Level 1 Entering
Classroom
Pair shapes of words related to illustrated classroom objects with print versions
Same & different
Match pictures and icons with those that are the same with a partner
Forms of print
Distinguish between illustrated examples of print and non-print
Level 2 Beginning
Classroom
Match labeled pictures of familiar objects to those in illustrated classroom scenes (e.g.,
“Here is a picture with a word inside. Find the same word.”)
Same & different
Sort pictures and icons that are the same or different with a partner
Forms of print
Match illustrated examples of the same form of print (e.g., two signs, two magazines)
Level 3 Developing
Classroom
Associate initial sounds or letters of illustrated classroom objects with words in print
Same & different
Classify illustrated words that are the same or different with a partner
Forms of print
Match functions of different forms of print with illustrated examples (e.g., notes, lists,
menus)
Level 4 Expanding
Classroom
Distinguish letters, words and sentences in illustrated classroom scenes
Same & different Identify letters in illustrated words that are the same or different with a
partner
Forms of print
Identify elements of print (e.g., letters, words, sentences) represented in illustrated forms
Level 5 Bridging
Classroom
Identify words or phrases within illustrated classroom scenes
Same & different Point out features of words that are the same and different with a
partner (e.g., capital v.lower case letters)
Forms of print
Find elements of print in different forms (e.g., the same word in different fonts)
WIDA English Language Proficiency Standards Kindergarten
2007
Language Arts/Writing
Level 1 Entering
Routines/ Social and Instructional Language
Trace, copy or depict daily routines in drawings
Sounds & Symbols
Experiment making symbols or letters from models using realia (e.g., in the sand, from
play dough)
Environmental Print
Draw or trace examples of environmental print (e.g., from foods or clothes)
Level 2 Beginning
Routines/ Social and Instructional Language
Reproduce initial letters associated with daily routines from labeled drawings or
illustrated models
Sounds & Symbols
Reproduce symbols or letters from models using realia (e.g., straws)
Environmental Print
Copy examples of environmental print from labeled icons or objects
Level 3 Developing
Routines/ Social and Instructional Language
Label pictures of daily routines from illustrated models using words with invented
spellings
Sounds & Symbols
Trace symbols or letters associated with pictures or realia
Environmental Print
Produce names of objects or icons represented in environmental print using invented
spellings (e.g., ☼ = sun)
Level 4 Expanding
Routines/ Social and Instructional Language
Describe daily routines from illustrated models using words and phrases with invented
spellings
Sounds & Symbols
Copy symbols or letters of beginning sounds from labeled pictures in context
Environmental Print
List examples of environmental print in illustrated scenes using icons, words or phrases
with invented spellings
Level 5 Bridging
Routines/ Social and Instructional Language
Compose notes about daily routines using phrases or short sentences with invented
spelling
Sounds & Symbols
Produce letters of beginning sounds from pictures in context
Environmental Print
Use examples of environmental print in illustrated scenes to produce phrases or short
sentences with invented spellings
WIDA CAN DO Descriptors/PreK – K
CAN DO Descriptors can be used in conjunction with the ELD/English
Language Proficiency Standards cited in maps and are designed to be used as a
resource to help imbed academic English into content areas and to assure academic
success for linguistically and culturally diverse students. The descriptors will assist
in scaffolding students with various ranges of English acquisition and developing
instruction with differentiated language objectives.
Level 1/Entering
Listening
~Match oral language to classroom and everyday objects
~Point to stated pictures in context
~Respond non-verbally to oral commands or statements
(e.g., through physical movement)
~Find familiar people and places named orally
Level 2/Beginning
~Sort pictures or objects according to oral instructions
~Match pictures, objects or movements to oral descriptions
~Follow one-step oral directions (e.g., “stand up”; “sit
down”)
~Identify simple patterns described orally
~Respond with gestures to songs, chants, or stories
Level 3/Developing
~Follow two-step oral directions, one step at a time
~Draw pictures in response to oral instructions
~Respond non-verbally to confirm or deny facts
(e.g.,thumbs up, thumbs down)
~Act out songs and stories using gestures
Level 4/Expanding
~Find pictures that match oral descriptions
~Follow oral directions and compare with visual or
nonverbal models (e.g.,“Draw a circle under the line.”)
~Distinguish between what happens first and next in oral
activities or readings
~Role play in response to stories read aloud
Level 5/Bridging
~Order pictures of events according to sequential language
~Arrange objects or pictures according to descriptive oral
discourse
~Identify pictures/realia associated with grade-level
academic concepts from oral descriptions
~Make patterns from real objects or pictures based on
detailed oral descriptions
Speaking
Level 1/Entering
~ Identify people or objects in illustrated short stories
~Repeat words, simple phases
~Answer yes/no questions about personal information
~Name classroom and everyday objects
Level 2/Beginning
~Restate some facts from illustrated short stories
~Describe pictures,classroom objects or familiar people
using simple phrases
~Answer questions with one or two words (e.g., “Where
is Sonia?”)
~Complete phrases in rhymes, songs, and chants
Level 3/Developing
~Retell short narrative stories through pictures
~Repeat sentences from rhymes and patterned stories
~ Make predictions (e.g.“What will happen next?” )
~Answer explicit questions from stories read aloud
(e.g., who, what, or where)
Level 4/Expanding
~Retell narrative stories through pictures with emerging
detail
~Sing repetitive songs and chants independently
~Compare attributes of real objects (e.g., size, shape, color)
~Indicate spatial relationsof real-life objects using phrases
or short sentences
Level 5/Bridging
~Tell original stories with emerging detail
~Explain situations (e.g., involving feelings)
~Offer personal opinions
~Express likes, dislikes, or preferences with reasons
Reading
Level 1/Entering
~ Match icons and symbols to corresponding pictures
~ Identify name in print
~Find matching words or pictures
~Find labeled real-life classroom objects
Level 2/Beginning
~Match examples of the same form of print
~Distinguish between same and different forms of print
~(e.g., single letters and symbols)
~Demonstrate concepts of print (e.g., left to right
movement, beginning/end, or top/bottom of page)
~Match labeled pictures to those in illustrated scenes
Level 3/Developing
~ Use pictures to identify words
~Classify visuals according to labels or icons (e.g.,
~animals v. plants)
~Demonstrate concepts of print (e.g., title, author,
illustrator)
~Sort labeled pictures by attribute (e.g., number, initial
sound)
Level 4/Expanding
~ Identify some high frequency words in context
~ Order a series of labeled pictures described orally to
tell stories
~Match pictures to phrases/short sentences
~Classify labeled pictures by two attributes (e.g., size
and color)
Level 5/Bridging
~Find school-related vocabulary items
~Differentiate between letters, words, and sentences
~String words together to make short sentences
~Indicate features of words, phrases, or sentences that
are the same and different
Writing
Level 1/Entering
~ Draw pictures and scribble
~Circle or underline pictures, symbols, and numbers
~Trace figures and letters
~Make symbols, figures or letters from models and
realia (e.g., straws, clay)
Level 2/Beginning
~ Connect oral language to print (e.g., language experience)
~Reproduce letters, symbols, and numbers from models
in context
~Copy icons of familiar environmental print
~Draw objects from models and label with letters
Level 3/Developing
~ Communicate using letters, symbols, and numbers in
context
~Make illustrated “notes” and cards with distinct letter
combinations
~Make connections between speech and writing
~ Reproduce familiar words from labeled models or
illustrations
Level 4/Expanding
~Produce symbols and strings of letters associated with
pictures
~Draw pictures and use words to tell a story
~Label familiar people and objects from models
~Produce familiar words/phrases from environmental print
and illustrated text
Level 5/Bridging
~ Create content-based representations through
pictures and words
~ Make “story books” with drawings and words
~Produce words/phrases independently
~Relate everyday experiences using phrases/short
sentences
Five Essential Practices for ELL Learners
(America’s Choice, Teaching English Language Learners, Literacy)
America’s Choice has developed Five Essential Practices to support the literacy needs of
ELL learners. These research based strategies should be the core of instructional practice
in all classrooms with ELL students.
1. Develop Oral Language through Meaningful Conversation and Context
Rich oral language and vocabulary is developed in context using daily read alouds,
shared reading, choral verse, songs and finger plays, listening center/audio retellings of
stories, read aloud/think alouds, turn and talk activities.
2. Teach Targeted Skills through Contextualized and Explicit Instruction
Targeted skills of phonemic awareness and phonics are supported and strengthened when
explicit instruction is combined with a meaningful context using Big Books, shared
reading, daily news, charts and poems, finger plays and word walls. Specific attention
needs to be paid to linguistic differences in sound/symbol relationships.
3. Build Vocabulary through Authentic and Meaningful Experiences with Words
Vocabulary developed in an intentional context such as curriculum based dramatic play,
word splashes and word webs, and word walls has meaning and relevance for the ELL
learner. Abstract terms such as positional vocabulary and transitional words need to be
modeled and explicitly taught. Both Tier I and Tier II vocabulary need to be emphasized.
4. Build and Activate Background Knowledge
Prior knowledge needs to be activated and utilized to develop and strengthen
comprehension through discussion and oral sharing. Focus on family culture and
activities, engaging hands on learning activities, and careful selection of relevant and
appropriate instructional materials will encourage students to connect background
knowledge to learning.
5. Teach and Use Meaning Making Strategies
Students need explicit instruction and modeling early on as well as regular and sustained
time to practice comprehension strategies such as visualization, making connections, and
self monitoring for meaning.
Strategies for teaching ELL students have been included as part of good teaching practice
in maps. They are noted by italics such as : Students may use language frames such as
“That reminds me of _______.” or “I liked ________.” to enhance discussion. Please
note that these strategies are good practice for all learners
Learning About and Writing Poetry
1. What is Poetry?
MA ELA Standards
Reading Standards for Literature Pre-K–5 [RL]
Kindergartners:
Craft and Structure
5. Recognize common types of texts (e.g., storybooks, poems).
WIDA ELP Standard 2: Language Arts
Reading/Forms of Print
Level 4 Expanding
Identify elements of print in poetry
Students will explore a variety of poems.
Students will generate characteristics of poetry
 Teacher will collect and display a wide variety of poetry and set up poetry
baskets in the classroom library
 Teacher will demonstrate reading several examples of a poetry and
highlight characteristics of poetry writing.
 Children will work in small groups and explore a variety of poetry texts.
 As students share ideas about characteristics of poetry, teacher will
circulate and facilitate discussion about what poetry is like.
 Children will return to whole group and share ideas about poetry.
 Teacher will record ideas on anchor chart, What We Notice About Poetry
such as:
Poetry uses carefully chosen words.
Poetry uses sensory, descriptive language.
Poetry has line breaks.
Poetry has white space.
Work Product:
Anchor chart, What We Notice About Poetry
2. Accessing Pictures
MA ELA Standards
Speaking and Listening Standards Pre-K–5 [SL]
Kindergartners:
Presentation of Knowledge and Ideas
5. Add drawings or other visual displays to descriptions as desired to
additional detail.
provide
WIDA ELP Standard 2: Language Arts
Listening/Concepts about Print
Level 5 Bridging
Match illustrations to oral reading of related sentences or short stories
Students will learn how to use their minds to make pictures.
Students will share and record visualizations.
Before this lesson, teacher will need to assemble a bag of items for children to describe.
 Teacher will display a unique item to describe such as a sea shell, a pine cone, or
a feather.
 Teacher will model describing the item using color, shape, and size vocabulary.
 Teacher will ask children to try to make a picture of the item in their minds.
 Teacher will then put the item into a bag and ask the children to describe the item
as they saw it before it was it was in the bag.
 Teacher will discuss strategies for describing objects with children.
 Teacher will record strategies for describing objects on attribute chart: Ways to
Describe Objects
 Students will work in pairs and select an item from the classroom collection to
describe and practice visualizing.
 Students will record individual visualizations with drawing and writing.
 Records of visualizations will be saved in Poetry Folder.
 Pairs of students may share back orally with the whole group.
Work Products:
Anchor chart: Ways to Describe Objects
Individual recordings of visualizations
3. Visualizing
MA ELA Standards
Reading Standards for Literature Pre-K–5 [RL]
Kindergartners:
Integration of Knowledge and Ideas
7. With prompting and support, describe the relationship between illustrations and the
story in which they appear (e.g., what moment in a story an illustration depicts).
Speaking and Listening Standards Pre-K–5 [SL]
Kindergartners:
Presentation of Knowledge and Ideas
5. Add drawings or other visual displays to descriptions as desired to provide additional
detail.
6.Speak audibly and express thoughts, feelings, and ideas clearly.
WIDA ELP Standard 2: Language Arts
Listening/Concepts about Print
Level 5 Bridging
Match illustrations to oral reading of related sentences or short stories
Students will visualize (make pictures in their minds) while listening to a story.
Students will record and share visualizations.
Before the lesson, teacher will need the book Cat’s Colors by Jane Cabrera or other
descriptive text.
Teacher will read the book Cat’s Colors without showing children the pictures.
Teacher will ask students to make pictures in their minds while listening to the story.
Teacher will ask students to record their visualizations with drawings.
Teacher will gather students on the rug with their drawings to reread the story Cat’s
Colors showing the pictures to the children.
Students will share their drawings and make connections to the story.
Records of visualizations will be saved in poetry folders.
Work Products:
Individual recordings of visualizations in poetry folder.
4. Using Five Senses (Day 1)
MA ELA Standards
Writing Standards Pre-K–5 [W]
Kindergartners:
Text Types and Purposes
MA.3.A. With prompting and support, write or dictate poems with rhyme and repetition.
Reading Standards for Literature Pre-K–5 [RL]
Kindergartners:
Integration of Knowledge and Ideas
8.A.Identify and respond to characteristics of traditional poetry for children: rhyme;
regular beats; and repetition of sounds, words, and phrases.
WIDA ELP Standard 4: Science
Speaking/Senses
Level 4 Expanding
Explain why senses are useful or important to a partner
Students will identify their five senses.
Students will use their senses to increase comprehension.
Before the lesson teacher need the book My Five Senses by Aliki.
Teachers may choose alternate texts that support introducing the five senses such as
Hello Ocean by Pam Munoz Ryan, Senses at The Sea Shore by Shelley Rotner,
Warm Sun Soft Sand by Linzi West, My Five Senses: A Lion’s Tale by Judy Nayer
 Teacher will introduce the five senses by reading the book My Five Senses by
Aliki.
 Teacher and students will create attribute chart, My Five Senses, using
information from the story. See sample attribute chart.
 Students will identify examples from the text where the author uses sensory
language.
 Teacher will record examples from text on anchor chart, My Five Senses.
Work Products:
Anchor chart, My Five Senses
5. Using The Five Senses (Day 2)
MA ELA Standards
Writing Standards Pre-K–5 [W]
Kindergartners:
Text Types and Purposes
MA.3.A. With prompting and support, write or dictate poems with rhyme and repetition.
Reading Standards for Literature Pre-K–5 [RL]
Kindergartners:
Integration of Knowledge and Ideas
8.A.Identify and respond to characteristics of traditional poetry for children: rhyme;
regular beats; and repetition of sounds, words, and phrases.
WIDA ELP Standard 4: Science
Speaking/Senses
Level 2 Beginning
Give examples of uses of senses with a partner.
Writing/Colors
Level 5 Bridging
Compose poems about senses using drawings and words, phrases or short sentences with
invented spellings
Students will record findings from a poetry walk using their five senses.
Students will create a five senses poem.
Before the lesson teacher will need to review the five senses chart with students.
 Teacher will tell students that they will be going on a poetry walk outside to be
“poetry detectives”. (See attachment)
 Teacher will explain to students that on the walk they will stop and record their
thoughts.
 Students will record findings onto a five senses sheet. (clip board, pencil)
 Teacher and students will share their findings with the whole group.
 Teacher will model writing a five senses poem using her findings from the walk.
 Students will create a five senses poem using their findings from the walk.
o (See attachment)
I see ______
I hear______
I feel______
I smell_____
I taste______

Students will share poems with a partner and/or whole group.
Work Product:
Poetry Folder: Recordings from poetry walk, Five Senses Poem.
6. Seeing with Poet’s Eyes
MA ELA Standards
Reading Standards for Literature Pre-K–5 [RL]
Kindergartners:
Integration of Knowledge and Ideas
7. With prompting and support, describe the relationship between illustrations and the
story in which they appear (e.g., what moment in a story an illustration depicts).
Speaking and Listening Standards Pre-K–5 [SL]
Kindergartners:
Presentation of Knowledge and Ideas
5. Add drawings or other visual displays to descriptions as desired to provide additional
detail.
6.Speak audibly and express thoughts, feelings, and ideas clearly.
WIDA ELP Standard 2: Language Arts
Listening/Concepts about Print
Level 5 Bridging
Match illustrations to oral reading of related sentences or short stories
Students will develop and practice visualization skills.
Students will develop an increasing vocabulary of descriptive terms.
 Teacher will create a beginning classroom museum of interesting objects to
describe.
 Teacher will model touring the classroom museum and selecting and describing a
chosen object.
 Teacher will record descriptive vocabulary generated during museum tour on
vocabulary web.
 Students will explore classroom museum in groups.
 Each student will select a museum object to visualize and describe.
 Students will record visualizations with observational notes using drawing and
writing for Poetry Folder
 Individual students will describe objects so that classmates can guess which item
in the museum they have selected.
Work Products:
Vocabulary web
Recording of visualizations with observational notes for Poetry Folder
7. Listening to Poetry (Lesson 2, WW) (Two day lesson)
MA ELA Standards
Reading Standards for Informational Text Pre-K–5 [RI]
Kindergarteners:
8.A.Identify and respond to characteristics of traditional poetry for children: rhyme;
regular beats; and repetition of sounds, words, and phrases.
Range of Reading and Level of Text Complexity
10. Actively engage in group reading activities with purpose and understanding.
WIDA ELP Standard 4: Science
Speaking/Senses
Level 2 Beginning
Give example of uses of senses with a partner
Students will learn how poets listen to poems.
Students will create a group poem that helps the listener to hear, feel, and/or see
images.
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
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Teacher will read selected poem to class and model what the teacher heard, felt,
and/or saw while reading the poem.
Suggested poems to use include: “Early One Morning” from Ride a Purple
Pelican by Jack Prelutsky, “Home! You’re Where It’s Warm Inside” or “Hug O’
War” from the Random House Book for Children selected by Jack Prelutsky
Teacher will use prepared chart to record responses to poem. (attached)
Teacher will reread poem to class.
Teacher will support language development by modeling language frames for
students to use such as:
o I heard the poet say….
o The words made me feel….
o The words made a picture in my mind….
Students will turn and talk to a classmate and tell what they heard, felt, and/or saw
while listening to the poem.
Students will create a class poem that includes images that the reader can hear,
feel, and/or see.
Work Products:
Anchor Chart: How Poets Listen to Poems (Denver, WW, p.5)
· Ears to hear
· Heart to feel
· Mind to visualize
Class poem
Early One Morning
by Jack Prelutsky
Early one morning on Featherbed Lane
I saw a white horse with a strawberry mane,
I jumped on his back just as fast as I could,
And we galloped away to the green willow wood.
We galloped all morning with never a stop,
Where mockingbirds whistle and ladybugs hop,
We drank from a stream where the water runs free,
And we slept in the shade of a green willow tree,
Home, You’re Where It’s Warm Inside
Selected by Jack Prelutsky, Random House Book of Poetry
Home! You are a special place;
You’re where I wake and wash my face,
Brush my teeth and comb my hair,
Change my socks and underwear,
Clean my ears and blow my nose,
Try on all my parents’ clothes.
Home! You’re where it’s warm inside,
Where my tears are gently dried,
Where I’m comforted and fed,
Where I’m forced to go to bed,
Where there’s always love to spare;
Home! I’m glad that you are there.
Hug O’ War
By Shel Silverstein
I will not play at tug o’war.
I’d rather play at hug o’war,
Where everyone hugs
Instead of tugs,
Where everyone giggles
And rolls on the rug,
Where everyone kisses,
And everyone grins,
And everyone cuddles.
And everyone wins.
8. Noticing How Poets Write (Three day lesson)
MA ELA Standards
Reading Standards for Literature Pre-K–5 [RL]
Kindergartners:
Craft and Structure
5. Recognize common types of texts (e.g., storybooks, poems).
Integration of Knowledge and Ideas
8.A.Identify and respond to characteristics of traditional poetry for children: rhyme;
regular beats; and repetition of sounds, words, and phrases.
WIDA ELP Standard 5: Social Studies
Writing/School
Level 5 Bridging
Create poems about people, places, or objects in school from pictures using phrases or
short sentences with invented spelling
Students will identify things poets do in their writing.
Day 1
 Teacher will read poems “Crayons” and “New Pencils” by Helen H. Moore or
other poems that write about things children know, include details, and tell ideas
in a short way.
 Teacher will emphasize how the poet wrote about something she knew, included
details, and told ideas in a short way.
 Teacher and students will record attributes with examples from given poem on
chart, Things Poets Do.
Day 2
 Teacher will reread poems and revisit attribute chart, Things Poets Do, to
children emphasizing how poet described crayons and pencils.
 Students will brainstorm and record with teacher using a Word Splash a
variety of different ways to describe either crayons and pencils.
 Students will work with a partner and identify details they would include in a
poem about crayons or pencils. Students should have real crayons or pencils,
both new and old and different sizes with them to help them determine details
to include.
 Students will share back “crayon or pencil details” with whole group and add
to/or revise Word Splash as needed.
Day 3
 Teacher will discuss possible stories about crayons or pencils that she/he might
use in a poem.
 Students will brainstorm possible poem ideas and teacher will record on idea
chart. Some possible topics include: “How I Broke My Crayon,” or “The Day My
Pencil Got Lost.”
 Teacher and students will review the Word Splash chart.
 Students will work in small groups to develop ideas and details to incorporate in
class poem.
 Students will return to whole group, share possible ideas and details, and compose
and record class poem on crayons or pencils.
 Students will write individually or with partners, trying to incorporate some of the
given attributes.
 Individual students will share poems and read aloud with assistance as needed.
Work Products:
Anchor chart: Things Poets Do
 Tell ideas in a short way
 Include details
 Write about things they know about
Word Splash, Idea Chart, Class Poem
9. Sensory Poems (Revisiting Using the Five Senses)
MA ELA Standards
Reading Standards for Literature Pre-K–5 [RL]
Kindergartners:
Integration of Knowledge and Ideas
8.A.Identify and respond to characteristics of traditional poetry for children: rhyme;
regular beats; and repetition of sounds, words, and phrases.
Writing Standards Pre-K–5 [W]
Kindergartners:
Text Types and Purposes
3.A. With prompting and support, write or dictate poems with rhyme and repetition.
WIDA ELP Standard 4: Science
Speaking/Senses
Level 2 Beginning
Give examples of uses of senses with a partner
Writing/Colors
Level 5 Bridging
Compose poems about senses using drawings and words, phrases or short sentences with
invented spellings
Students will record findings from a sensory experience.
Students will create a five senses poem.
Before the lesson teacher will need to review the five senses chart with students.
 Teacher will tell students that they are going to have a shared sensory
experience together and write a poem about using their senses. Examples of
shared classroom sensory experiences could include popping corn with a hot
air popper, making playdough, or exploring herbs and spices used in cooking.
 Teacher will explain to students that during the shared sensory experience
they will stop and record their thoughts.
 Students will record findings onto a five senses sheet. (clip board, pencil)
 Teacher and students will share their findings with the whole group.
 Teacher will model writing a five senses poem using her findings from the
sensory experience.
 Students will create a five senses poem using their findings from the shared
sensory experience. (See attachment)
I see ______
I hear______
I feel______
I smell_____
I taste______
 Students will share poems with a partner and/or whole group.
Work Product: Poetry Folder: Sensory Poem.
10. What Do Poets Write About (Two day lesson)
MA ELA Standards
Reading Standards for Literature Pre-K–5 [RL]
Kindergartners:
Range of Reading and Level of Text Complexity
10. Actively engage in group reading activities with purpose and understanding.
Speaking and Listening Standards Pre-K–5 [SL]
Kindergartners:
Presentation of Knowledge and Ideas
5. Add drawings or other visual displays to descriptions as desired to provide additional
detail.
WIDA ELP Standard 5: Social Studies
Writing/School
Level 5 Bridging
Create poems about people, places or objects in school from pictures using phrases or
short sentences with invented spellings
Students will develop possible topics for poetry writing.
Day 1
 Teacher will share samples of poems written by kindergarten children from
Teaching Kindergarteners to Love Writing Poetry by Regie Routman.
(samples attached)
 Teacher will guide discussion of given poems stressing that poetry is playing
with language.
 Teacher will help students identify possible topics for writing poems.
 Students will brainstorm possible poem topics.
 Teacher will record possible topics on anchor chart, Poets Write About.
Day 2
 Teacher will review possible topics for poems using attribute chart, Poets
Write About.
 Teacher will model selecting a “big idea” to use for a poem topic such as
making new friends, trying something hard to do, or being frightened.
 Teacher will model identifying specific things to write about the “big idea”
such a making a new friend at recess, trying to ride a bike, or being frightened
of the dark.
 Individual students will think of a possible poem topic and discuss that topic
with a partner.
 Partners will help each other think of specific things to write about each
other’s “big idea.”
 Students will record “big idea” and specific things to write about “big idea” in
Poetry Folders using drawing and writing.
 Individual students will share possible topics and specific ideas with whole
group.
Day 3
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Teacher will review and model identifying specific things to write about the
“big idea” such a making a new friend at recess, trying to ride a bike, or being
frightened of the dark.
Teacher will discuss and model how to include sensory language and detail
into poems on specific topics.
Individual students will write poems on chosen topic with specific details on
topic.
Individual students will share back written poems with whole class.
Work products:
Anchor chart: Poets Write About, Poetry Folder entries about possible topics and specific
details, individual poems
11. Writing Poems: Poetic License
MA ELA Standards
Writing Standards Pre-K–5 [W]
Kindergartners:
Text Types and Purposes
MA.3.A. With prompting and support, write or dictate poems with rhyme and repetition.
Speaking and Listening Standards Pre-K–5 [SL]
Kindergartners:
Comprehension and Collaboration
1. Participate in collaborative conversations with diverse partners about kindergarten
topics and texts with peers and adults in small and larger groups.
 Follow agreed-upon rules for discussions (e.g., listening to others and taking
turns speaking about the topics and texts under discussion).
 Continue a conversation through multiple exchanges.
Presentation of Knowledge and Ideas
5. Add drawings or other visual displays to descriptions as desired to
provide additional detail.
6.Speak audibly and express thoughts, feelings, and ideas clearly.
WIDA ELP Standard 5: Social Studies
Writing/Self and Family
Level 5 Bridging
Produce illustrated poems about animals or objects using phrases or short sentences with
invented spellings
Students will write poems that reflect poetic license and imagination.

Teacher will read a poem to class in which an animal or object speaks such as
Panda Pam or I am the Wind (attached)
 Teacher will model writing an “I am….” poem for the class.
 Students will write a group poem in which as animal or an object speaks such
as:
I am a
Pumpkin.
I am orange
And
Fat.
I light up
Like the stars at
Night
And frighten people
With my scary smile.
 Students will work with partners to create imaginative poems using the “I am..
“template.(attached)
Work products: Poetry Folder entry-imaginative poems
12. Planning and Practicing a Poetry Reading
MA ELA Standards
Speaking and Listening Standards Pre-K–5 [SL]
Kindergartners:
Comprehension and Collaboration
1. Participate in collaborative conversations with diverse partners about kindergarten
topics and texts with peers and adults in small and larger groups.
 Follow agreed-upon rules for discussions (e.g., listening to others and taking
turns speaking about the topics and texts under discussion).
 Continue a conversation through multiple exchanges.
Presentation of Knowledge and Ideas
6.Speak audibly and express thoughts, feelings, and ideas clearly.
WIDA ELL Standard 2: Language Arts
Speaking/Rhymes
Level 5 Bridging
Recite poetry using gestures from memory in whole or small groups
Students will choose a poem to share from poetry folder.
Students will practice responding to poems during poetry reading.
 Teacher will choose a poem from his/her poetry folder, modeling how to select a
poem to share by “thinking out loud”.
 Teacher will model sharing a poem and responding to a poetry share by snapping
3 times after the poem is finished so that poets will know that listeners enjoyed
their poems.
 Students will choose a poem from their poetry folder.
 Students will work in small groups practicing sharing poems and responding.
 Students will share back orally with the whole group.
 Teacher and students will create Anchor Chart: How To Respond To A Poem.
Work products:
Anchor Chart: How To Respond To A Poem
Day #2

Teacher will review anchor chart, How To Respond To A Poem, with
students.
 Students will sit in “Poet’s Chair” to share their poem.
 Students will practice responding to poetry reading.(snap 3x)
 Students will share back orally with whole group.
Work products:
Anchor chart (with additions): How To Respond To A Poem
13. Publishing Poems
MA ELA Standards
Speaking and Listening Standards Pre-K–5 [SL]
Kindergartners:
Presentation of Knowledge and Ideas
5. Add drawings or other visual displays to descriptions as desired to provide additional
detail.
6.Speak audibly and express thoughts, feelings, and ideas clearly.
WIDA ELP Standard 1: Social and Instructional Language
Writing/Games
Create class poetry books about topics from home or school using language experience
Students will choose a poem to publish.
Before the lesson, teacher should gather together special publishing paper. Teacher will
also need sticky notes, and have a poem marked with a sticky note in teacher’s poetry
folder.
Teacher will explain to students why he/she placed a sticky note on a poem
in his/her folder.
Teacher will re-read his/her chosen poem
Teacher will model the publishing process using his/her chosen poem.
oPoet chooses a poem and marks it with a sticky note.
oPoet reads poem to partner or teacher.
oPoet prints/word processes words onto fancy paper.
oPoet may add drawings to poem.
oPoet will put published poem into finished work section of poetry folder.
·Teacher will photocopy poet’s published piece of work and bind them together
into a class poetry book.
Work products:
Published poems, class book of poetry
Poetry Rubric
Not Yet
On The Way
Got It!
Sensory Images
Student does not
include any
sensory details or
emotions.
Student includes
some sensory
details and
emotions.
Student includes
vivid sensory
details and
emotions.
Organization
Text is not
organized.
Text shows
beginning
organizational
structure.
Text is well
organized and
clearly printed or
typed.
Vocabulary
Student does not Student
demonstrate use of demonstrates
rich vocabulary. increasing and
varied use of
vocabulary.
Student
demonstrates use
of rich and
imaginative
vocabulary.
14. Organizing and Displaying Poetry/Poetry Quilt
MA ELA Standards
Speaking and Listening Standards Pre-K–5 [SL]
Kindergartners:
Presentation of Knowledge and Ideas
5. Add drawings or other visual displays to descriptions as desired to provide additional
detail.
6.Speak audibly and express thoughts, feelings, and ideas clearly.
WIDA ELP Standard 2: Language Arts
Listening/Concepts about Print
Level 5 Bridging
Match illustrations to oral reading of related sentences or short stories
Teacher and students will create a poetry quilt.
*Quilt may be made of paper or fabric. Project may take up to a week to complete.
Students will create a poetry square that will be part of a class Poetry Quilt.
Students will choose their favorite poem from their poetry folder.
Students will read their poem to teacher or partner trying to visualize what
pictures would match their words.
Students will use 8x8 sheet of paper or muslin square and crayons, markers or
fabric markers to create their pictures to illustrate their poems.
Students may choose to add words to their pictures. Adult assistance may be
provided as needed.
Quilt will be assembled with adult help.
If paper quilt is chosen, students will decorate a paper border to surround the
quilt squares.
Teacher will laminate paper quilt squares before assembling and displaying the
Poetry Quilt.
Work Product: Poetry Quilt
15. Organizing and Displaying Poetry/Poetry Books (0ptional)
MA ELA Standards
Speaking and Listening Standards Pre-K–5 [SL]
Kindergartners:
Presentation of Knowledge and Ideas
5. Add drawings or other visual displays to descriptions as desired to provide additional
detail.
6.Speak audibly and express thoughts, feelings, and ideas clearly.
WIDA ELP Standard 5: Social Studies
Writing/School
Level 5 Bridging
Create poems about people, places or objects in school from pictures using phrases or
short sentences with invented spellings
Students will organize poetry into published form.
Students will choose poems from Poetry Folders that will go into their poem books.
Students will design and create covers for their books.
Teacher will laminate and bind covers and poem books.
Students will have finished poetry book to use during The Poetry Celebration.
Work Product: Poetry Book
16. Celebrating Our Work: The Poetry Reading
MA ELA Standards
Speaking and Listening Standards Pre-K–5 [SL]
Kindergartners:
Presentation of Knowledge and Ideas
5. Add drawings or other visual displays to descriptions as desired to provide additional
detail.
6.Speak audibly and express thoughts, feelings, and ideas clearly.
WIDA ELP Standard 2: Language Arts
Speaking/Rhymes
Level 5 Bridging
Recite poetry using gestures from memory in whole or small groups
Students will participate in a poetry reading.
Teacher will display quilt and children’s poems for the Poetry Reading.
Teacher will choose how he/she would like to celebrate the student’s poetry.
Options for celebration:
 Children may make invitations
 Families may be invited.
 Celebration may take place within grade levels
 Celebration may take place in a station format with groups of children at each
station or with each child at an individual station. Visitors will rotate between
stations to hear poetry.
 Fishbowl Presentation – Children stand in circle. Visitors rotate around circle to
hear a variety of poetry. Children remain in same position.
 Stage Presentation: Each child or groups of children would recite poems from
stage to an audience using the microphone.
Work product: Student poetry sharing
Poetry Checklist
I chose a poem from my folder.
I illustrated my poem.
I printed or typed my poem.
Resources
Calkins, Lucy and Parsons,Stephanie. Units of Study for Primary Writing: A Yearlong
Curriculum: Poetry: Powerful Thoughts in Tiny Packages Poetry. Heinemann, 2003.
Heard, Georgia. For the Good of the Earth and Sun: Teaching Poetry. Heinemann, 1989.
Landa, Melissa Hare. Listening to Young Writers. Maupin House, 2005.
Moore, Helen H. A Poem a Day. Scholastic, 1997.
Prelutsky, Jack. Random House Book of Poetry for Children. Random House, 1983.
Prelutsky, Jack. Ride a Purple Pelican. Greenwillow Press, 1986.
Ray, Katie Wood. About the Authors: Writing Workshop with Our Youngest Writers.
Heinemann, 2004.
Routman, Regie. Kid’s Poems: Teaching Kindergartners to Love Writing Poetry.
Scholastic, 2000.
Weisbart, Jodi. Joyful Ways to Teach Young Children to Write Poetry. Scholastic, 2001
Word Family Poems and Puppets, Scholastic, 2002.
Internet Resources
Denver Public Schools, Poetry Unit
http://curriculum.dpsk12.org