All entries for Monday 30 April 2012

April 30, 2012

Reading Poetry

Reading Poetry

Activity A

Thinking back I don’t really have any vivid memories of being read poetry at school, especially in Primary Schools. I remember poetry being introduced nearer my GCSE’s and I was mainly interested in rhyming poems. I remember often sitting wondering at how individuals could take so much from poetry and was often puzzled at how they could do this as I myself just read the poem as it was written. I believe the creativity in poetry is mesmerizing at times and how metaphors, similes and different language is used is good for helping individuals think outside the box and help with their imagination skills.

I can see the merits for children learning a poem by heart. It provides opportunities for the development of speaking and listening skills and allows for the interpretation of rhythm and rhyme through performance poetry. However, I feel for children to appreciate and interact with poetry, recitation by memory is not essential and may be challenging for some.

Activity B

During PP3 I was fortunate enough to teach the Poetry unit although it was not what I had first thought. Instead of teaching poetry as I had remembered there was a stronger emphasis towards teaching children how to be creative with words and phrases to create Kennings, Calligrams, Riddles and Acrostic poems and then moving on to word searches and crosswords. The lessons were fun, engaging and children enjoyed the creative element associated with the specific topics. I feel that before this placement I had a completely different view on poetry in Primary Schools and was clueless about some of these topics, however I now feel better equipped to teach poetry in an enjoyable and successful way.

Please wait - comments are loading

Reflection on PP3 – Promoting Reading for Purpose and Pleasure

I was at Battling Brook School for PP3 in Year 3 with 32 students and one TA and one volunteer who came in on a Thursday afternoon to help children read. In my class there were five literacy ability groups. Every day would include a guided reading session in which one group would read with me, the teacher, one with the TA, one group would practice handwriting, one their weekly spellings and the final group could read in the reading corner a book of there choice or what interested them. As there were five groups and five days in a week then the groups would rotate around the different activities. I as the teacher and the TA would fill in a reading assessment sheet and also the children’s reading diaries. Children were also encouraged to read at home and it was clear to see from their reading diaries that they read a lot at home. The children in my group would read a line at a time and then the next child would take over. They seemed to all enjoy reading and were very helpful in that they prompted children struggling with words and ones who found it hard to follow. I believe this was an extremely successful method of guided reading as all children were occupied with meaningful tasks, reading assessment could happen and also children got an opportunity to read in the book corner a book which interested them.

Through my observations it was apparent that the class teacher was an enthusiastic reader and in addition to the guided read my class had ‘Charlie and The Chocolate Factory’ which was read throughout the term in spare 10minute slots. The terms topic was geared towards Chocolate and the class had a trip to Cadburys World planned for the end of term which was why that particular book was chosen. During these periods of whole class reading each table would read a line then it would move on to the next table with the teacher guiding and stepping in accordingly. I feel this was a good method to use at it enabled children to learn from each other and realize what makes a good reader.

On the timetable there was a weekly library session in which children could take out a book of their choice to use and read at home or in there free time. My teacher always encouraged children to have a book available to them at home which they found interesting in order to try and encourage as much reading as possible. The idea of allowing the children to choose a book they liked was that if they were interested in a topic or a book then they would be likely to pick it up more often.

The classroom had a designated reading area which provided an inspiring and secure environment for reading, which the children enjoyed using. There was a small selection of books to read in the classroom; however the range of books used for guided and home reading was extensive and included a variety of genres.


April 2012

Mo Tu We Th Fr Sa Su
Mar |  Today  |
                  1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30                  

Search this blog

Galleries

Blog archive

Loading…
Not signed in
Sign in

Powered by BlogBuilder
© MMXX