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POEMS TO BUILD RECOGNITION OF P H O N I C S PAT T E R N S AND SIGHT WORDS

Paul Bunyan
BY MEISH GOLDISH

Oh, he came from Minnesota,


So a lot of people say.
He could chop a hundred trees down
In less than half a day!

He was famous as a lumberjack,


His muscles were like rocks!
He hauled a heavy load of logs
With Babe, his big blue ox!

Tall Paul Bunyan,


Chopping down those trees!
In the forest with his giant axe,
He cleared the way with ease!

Oh, Paul was quite a logger,


Full of energy and pep!
He could walk across a river
In just one giant step!

Oh, Paul could lift a mountain


Just as easy as a wink!
They say he dug the Great Lakes
Just so Babe could have a drink!

Tall Paul Bunyan,


Chopping down those trees!
In the forest with his giant axe,
He cleared the way with ease!

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Perfect Poems With Strategies for Building Fluency: Grades 5-6 © Scholastic Teaching Resources
Instructional Routine POEMS

City I Love
TO B U I L D I N TO
N AT I O N
AND PHRASING

BY LEE BEN
NETT HOPKINS

In the city

Use the following routine for introducing I live in—


city I love—
mornings wak
e
to

each poem. swishes, swa


sputters
of sweepers
shes,

swooshing litte
r
from gutters.

In the city
I live in—

STEP 1: Distribute copies of the poem or write the poem on city I love—
afternoons puls
with
e
people hurrying

chart paper. As an alternative, make a transparency of the

Resources
,
scurrying—
races of face
s

ing
pacing to

Scholastic Teach
must-get-there

poem and show it on the overhead projector. In the city


places.

y: Grades 5–6
I live in—
In the city
city I love—
I live in—
nights shimmer

for Building Fluenc


city I love—
with lights
as dreams
competing
start to cree
STEP 2: Read aloud the poem. Highlight one or two aspects with stars
above
my city
p

With Strategies
of senses
unknown heig
hts. lulls
me
of fluency, such as intonation or phrasing. Discuss these

Perfect Poems
to sleep.
40

aspects of fluency and model them using selected


sentences or phrases from the poem. PHONICS P
AT T E R N S
AND SIGHT WOR
DS

ON OF

r Seen?
GNITI
TO BUILD RECO
POEMS

Have You Eve —TRADI


TIONA
L

STEP 3: Do an echo reading of the poem. Read aloud each


stanza and have students repeat using the same pace,
accuracy, and expression.

Resources
STEP 4: Assign the poem to partners, small groups, or

ing
Scholastic Teach
individuals based on the goal of each poem. For example, seen a sheet
on a river bed
?

y: Grades 5–6
Have you ever from a hammer’s head?
Or a single hair mountain any toes?
foot of a
Has the en hose?

for Building Fluenc


poems designed for repeated readings should be assigned to And is there
a pair of gard

dle ever win


k its eye?
Does the nee win g of a building
fly?
sn’t the
Why doe a parasol?

With Strategies
le the ribs of
individuals, whereas poems for choral readings should Can you tick
Or ope n the trun k of a tree at
all?

going to bite
?

Perfect Poems
h of a rake ever left or right?
Are the teet any
ds of a clock
be assigned to small groups. Have the han plot be deep and dark?
Can the
And what is
gard en
the sound of
the birch’s bark ?

44

STEP 5: Provide time throughout the week for students to POEM


S TO
BUILD
RECO

practice reading aloud their poems. Circulate and listen in.


GNIT

Pa u l
ION
OF PHON
ICS PAT T E
RNS

Bunya
AND
SIGHT
WORD
S

Provide feedback on key aspects of fluent reading. Then, allow BY


MEIS
H GOL
DIS
H
n
Oh, he
ca
So a lo me from M
students to share their readings at the end of the week. ul
t
He co of people sa nesota,
In less d chop a hu
than ha
y.
in

ndred
lf a da trees do
y! wn
He wa
s famou
His m s as a lu
us
He ha cles were lik mberjack,
uled a e rock
With Ba heav s!
be, his y load of lo

Above all, have fun with the poems in this book. Poems are big blue gs
Tall Pa ox!
ul
Chopp Bunyan,
ces

ing do
Resour

In the wn thos
forest e tre es!
He clea with hi
ching

like language amusement parks; they represent the works of red th s


e way giant axe,
stic Tea

with ea
Oh, Pa se!
ul was
Schola

Full of qu
energy ite a logger
He co and pe ,

those playing with language in rhythmic and creative ways. ul


In just d walk across
p!
des 5–6

one gi a riv er
ant ste
p!
y: Gra

Oh, Pa
ul coul
g Fluenc

Just as d lift a

Sharing the joys of written language with students is a ea


They sa sy as a wink ountain
m
Buildin

y he du !
Just so
Babe co g the Great
tegies for

uld ha La
ve a dr kes
Tall Pa ink!

wonderful and valuable gift. ul


With Stra

Chopp Bunyan,
in
In the g down thos
fo e
Poems

He clea rest with hi trees!


red th s
e way giant axe,
Perfect

with ea
se!

53

13
Perfect Poems With Strategies for Building Fluency: Grades 5-6 © Scholastic Teaching Resources