{"id":1359,"date":"2021-12-13T22:10:52","date_gmt":"2021-12-14T03:10:52","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1359"},"modified":"2022-04-20T16:47:17","modified_gmt":"2022-04-20T20:47:17","slug":"text-type-writing-study-poetry-list-poem","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/expressing-myself-2\/text-type-writing-study-poetry-list-poem\/","title":{"rendered":"Text-Type Writing Study: Poetry\u2014List Poem"},"content":{"rendered":"\n<div id=\"body\">\n\n\t\t\t\n<div id=\"Section-One\" class=\"section\">\n\n\t\t\t<p> A poem is a lyrical, verbal expression of ideas, thoughts, and feelings. This brief text-type writing study focuses on writing a list poem. Students can apply their learning by writing a poem to show how they express themselves. \n\t\t\t<\/p>\n\n<\/div><div id=\"Section-Two\" class=\"section\">\n\n\t\t\t<h2 id=\"1_IMMERSION_INTO_THE_TEXT_TYPE\">1. IMMERSION INTO THE TEXT TYPE<\/h2>\n\t\n\t\t\t<p><strong>Time:<\/strong> approximately 15 minutes (Can be combined with Pre-assessment) <br>\n\t\t\t<strong>Grouping:<\/strong> whole class<br>\n\t\t\t<strong>Materials:<\/strong> <em>Happiness<\/em><\/p>\n\t\t\t<ul>\n\t\t\t<li>\n<p><\/p><p class=\"speach-bubble speach-bubble-long left\">We have learned that people know\nwhat we are thinking and feeling by\nthe way we say things, how we look,\nand what we do.<\/p>\n\t\t\t\t\n\t\t\t\tRemind students that they&#8217;ve learned a great deal about how they can express themselves through words, their body language, and by what they do.\n\t\t\t<\/li>\n<li><p class=\"speach-bubble speach-bubble-long left\">What did the author tell us about\nhow she was feeling? Did she say it\nonly in words? What else did she\ndo? What made her happy? What\nmakes you happy?<\/p>\n\t\t\t\t\n\t\t\t\tReread the poem, <em>Happiness, <\/em> with the students, stopping to discuss the way the author told us how she was feeling and how she illustrated those thoughts.<br>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t\n\t\t\t<ul>\n\t\t\t<li>\n\t\t\t<p class=\"speach-bubble left\">We learned that there are several things that make the author happy. For each of our senses, she used one idea to tell us about her happiness. She made a list of things that made her happy and put it in a list poem form. Let&#8217;s review those five senses and what each idea was.<\/p>\n\t\t\t\t\n\t\t\t\tAfter rereading, return to the poem and discuss how the author used her five senses to tell us about the things that made her happy. Refer to the chart made during an earlier lesson. (See Second Reading, After Reading in the <em>Happiness <\/em> lesson plan.)\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n<\/div><div id=\"Section-Three\" class=\"section\">\n\n\t\t\t<h2 id=\"2_PRE-ASSESSMENT_Optional\">2. PRE-ASSESSMENT (Optional) <\/h2>\n\t\n\t\t\t<p><strong>Time:<\/strong> approximately 20 minutes (Can be combined with Immersion into the Text Type) <br>\n\t\t\t<strong>Grouping:<\/strong> individuals <br>\n\t\t\t<strong>Materials:<\/strong> large sheet of paper and markers <\/p>\n\t\t\t<ul>\n<li><p class=\"speach-bubble speach-bubble-long left\">We drew pictures of ourselves being happy,\nwe painted using dots only, we moved like\ndifferent animals to the music, we sang a song\nabout happiness, and we drew a picture about\none thing that makes us happy. All of these\nwere ways that we can express ourselves.<\/p>\n\t\t\t\t\n\t\t\t\tRemind students that they&#8217;ve looked at how people can \n\t\t\texpress themselves.<\/li>\n<li><p class=\"speach-bubble left\">Why do you think it is important\nto express how we are feeling\nthrough our words, how we look,\nor what we do?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students if it is important to express themselves.<\/li>\n\t\t\t<li>Ask students to write a poem with at least one or two things that makes them happy by relating them to their senses. Have them write a sentence or two to tell about that things and which sense they are using. \n\t\t\t<\/li>\n\t\t\t<li>If you choose, assess each student&#8217;s response using the <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/assessrubric_listpoem.pdf\" target=\"_blank\" rel=\"noopener\">Assessment Rubric for Writing a List Poem<\/a> <strong><\/strong>to identify levels of key skills and understanding. Look for common needs among students to help plan future instructions and demonstrations to strengthen students&#8217; existing knowledge.          \n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\n\t\t<blockquote>\n\n<p><strong><i>Supporting Writers:<\/i><\/strong> Give students an opportunity to share their thinking with a partner before recording their thoughts. Scribe for students if needed.<\/p><p><strong><i>Extending Writers:<\/i><\/strong> Encourage students to record more than one or two expressions of how they feel or think for their poem.<\/p>\n<\/blockquote>\n\n<\/div><div id=\"Section-Four\" class=\"section\">\n\t<div id=\"msw-one\"><\/div>\n\n\t\t\t<h2 id=\"3_MODELLED_AND_SHARED_WRITING\">3. MODELLED AND SHARED WRITING<\/h2>\n\t\n\t\t\t<p><strong>Time:<\/strong> three sessions of approximately 20 minutes each <br>\n\t\t\t<strong>Grouping:<\/strong> whole class<br>\n\t\t\t<strong>Materials:<\/strong> chart paper and markers<\/p>\n\t\t\t<strong><i>Choose a Topic<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<li>Focus on a shared experience as a topic for writing, for example, what makes us  happy. <strong><br><br>\n\t\t\tNote: <\/strong>If this unit is used later in the year when students have more experience with writing, you may want to brainstorm with the students other feelings that could be used for the poem. Other feelings that would fit the format could be excited, sad, angry, surprised, puzzled, frightened, cranky, and so on. <\/li>\n\t\t\t<\/ul>\n\t\t\t<strong><i>Set a Purpose for Writing<\/i><\/strong>\n\t\t\n\t\t\t<ul>\n<li><p class=\"speach-bubble left\">\nWe are going to write a list poem\njust like the one we read called\n<em>Happiness<\/em>. We will use our five\nsenses to help us write the poem.<\/p>\n\t\t\t\t\n\t\t\t\tTell students that you will all work together to express what makes us happy.\t\t\t<\/li>\n\t\t\t<\/ul>\n\n\t<div id=\"msw-two\"><\/div>\n\n\t\t\t<h3 id=\"PLANNING_AND_RESEARCHING\">PLANNING AND RESEARCHING<\/h3>\n\t\t\t\n\t\t\t<ul>\n<li><p class=\"speach-bubble left\">Discuss with your partner\none thing that makes you\nhappy. Is it something\nyou see, touch, taste,\nhear, or smell?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to meet with a partner and come up with one idea that they could share about what makes them happy.\n<\/li>\n\t\t\t<li>Share some of the ideas as a class, charting each beside one of the five senses, e.g., ice cream could go beside taste, Mommy saying \u2018I love you&#8217; could go beside hear.<\/li>\n\t\t\t<\/ul>\n\t\n\t\n\t\t\t<figure class=\"wp-block-table is-style-regular\">\n\n<table>\n\n            <tbody><tr>\n\t\t\t<th>Sense<\/th>\n\t\t\t<th>Item<\/th>\n\t\t\t<\/tr>\n\t\t\t<tr>\n\t\t\t<td> &nbsp;see <\/td>\n\t\t\t<td>&nbsp;<\/td>\n\t\t\t<\/tr>\n\t\t\t<tr>\n\t\t\t<td> &nbsp;hear <\/td>\n\t\t\t<td> &nbsp; Mommy saying \u2018I love you&#8217; <\/td>\n\t\t\t<\/tr>\n\t\t\t<tr>\n\t\t\t<td>&nbsp;touch<\/td>\n\t\t\t<td>&nbsp;<\/td>\n\t\t\t<\/tr>\n\t\t\t<tr>\n\t\t\t<td>&nbsp;smell<\/td>\n\t\t\t<td>&nbsp;<\/td>\n\t\t\t<\/tr>\n\t\t\t<tr>\n\t\t\t<td>&nbsp;taste<\/td>\n\t\t\t<td> &nbsp;ice cream <\/td>\n\t\t\t <\/tr>\n\n<\/tbody><\/table>\n\n<\/figure>\n\t\n\t<blockquote>\n\t\t\t<p><strong><i>Supporting Writers:<\/i><\/strong> You may need to provide a supportive structure for a few students, e.g., \u2018What is one thing that makes you happy that you can see? What do you smell that makes you happy?&#8217;<\/p><p><strong><i>Extending Writers:<\/i><\/strong> Some students may have several ideas and want to write about a different feeling. Tell them they can write several when they write their own ideas about a different feeling. But now they should choose their best idea about happiness so that lots of people can share ideas about how to express happiness.<\/p>\n\n<\/blockquote>\n\n\t<div id=\"msw-three\"><\/div>\n\n\t\t\t<h3 id=\"DRAFTING\">DRAFTING<\/h3>\n\t\n\t\t\t<strong><i>Write the List Poem<\/i><\/strong>\n\t\t\t<ul>\n<li><p class=\"speach-bubble speach-bubble-long left\">How do we start our poem if it is to\nlook like the one we read? What is\nthe main feeling we are writing\nabout? Where should we put the\ntitle? Let&#8217;s look at how the author\nput the title on her poem.<\/p>\n\t\t\t\t\n\t\t\t\tAsk students what we need at the top of the page to start our poem. <\/li>\n<li><p class=\"speach-bubble speach-bubble-long left\">How did the author start each line of the poem,\n<em>Happiness<\/em>? Yes, with, \u2018When I.&#8217; Then what does it\nsay? Yes, one of the senses and the thing about that\nsense that made her happy. How does she end that\nthought? Why is it a comma and not a period? Let&#8217;s\nstart our poem the same way.<\/p>\n\t\t\t\t\n\t\t\t\tDiscuss how the list poem is organized.<\/li>\n<li><p class=\"speach-bubble left\">You told me that we need to start with &#8216;When\nI&#8217; How do I start to write \u2018when\u2019? Do I use\na capital or a lower case \u2018w&#8217;? Why? The next\nword is a review word wall word. Help me write\n&#8216;I&#8217; The author then listed one of our five\nSenses. Which one do we want to start with?\nHow do we spell that? Where can we find it in\nthe room? When we are doing a list of items, we\nneed to start the next one on a separate line.<\/p>\n\t\t\t\t\n\t\t\t\tReview the ideas presented in planning and discuss how to write them down using the organization and format discussed. Share the pen with students occasionally and weave in prompts for writing concepts. Vary your prompts to meet the range of writing development demonstrated in your classroom.<br>\n\t\t\t<\/li>\n\t\t\t<li>Weave in comments about writing a poem. Prompts that may help include:\n\t\t\t<ul>\n\t\t\t<li>When we look at the poem we read about happiness, where does the author start the second idea about what makes her happy?<\/li>\n\t\t\t<li>How does she start the second idea?<\/li>\n\t\t\t<li>What is the punctuation at the end of each line of the poem?<\/li>\n\t\t\t<li>How many ideas about happiness are listed in her poem? <\/li>\n\t\t\t<li>How does she end the poem? \n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\n\t\t<blockquote>\n\n<p><strong><i>Supporting Writers:<\/i><\/strong> Ask students needing support to demonstrate concepts such as where to start writing and predicting a letter from the sound at the beginning of a word.<\/p><p><strong><i>Extending Writers:<\/i><\/strong> Writers ready for extension may be able to share the pen and write down a word or phrase, and engage in movement to the next line.<\/p>\n\n<\/blockquote>\n\n\t<div id=\"msw-four\"><\/div>\n\n\t\t\t<h3 id=\"REVISING\">REVISING<\/h3>\n\t\n\t\t\t<ul>\n\t\t\t<li>\n<p class=\"speach-bubble left\">We have said, \u2018When I hear my\ngarden.&#8217; Does that make sense?\nWhich sense should that be with?\nYes, see my garden or taste the\nvegetables from my garden is better.<\/p>\n\t\t\t\t\n\t\t\t\tReread the poem aloud to make sure it makes sense and that all the information needed is there for each of the senses. Focus on the feeling and if the idea fits with the sense that was provided.\n\t\t\t<\/li>\n\t\t\t<li>Revisions could be made to make the poem clearer and to add details. Consider the following revision concepts:\n\t\t\t<ul>\n\t\t\t<li>Should ideas be added or deleted?<\/li>\n\t\t\t<li>Do we need to put the senses in any particular order? <\/li>\n\t\t\t<li>What words could be improved? <\/li>\n\t\t\t<\/ul>\n\t\t\t<p>Show students how to make any changes and model your own thought processes as you make changes (e.g., \u2018I&#8217;ll put a line through this word that we can change to make it sound better and write the new word above the crossed out one.&#8217;) <\/p>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\n\t<blockquote>\n\n<p><strong><i>Extending Writers:<\/i><\/strong> Writers ready for extension may be able to write more than one idea for each of the senses. They may also choose to illustrate each of the ideas.<\/p>\n\n<\/blockquote>\n\n\t<div id=\"msw-five\"><\/div>\n\n\t\t<h3 id=\"EDITING\">EDITING<\/h3>\n\t\n\t\t\t<ul>\n\t\t\t<li>Read over the revised poem, checking the spelling and punctuation.\n\t\t\t<\/li>\n\t\t\t<\/ul>\n<ul>\n\t\t\t<li>Read the poem out loud together, checking each item, one at a time. Consider some of the following prompts:\n<ul>\n\t\t\t<li> We need to check that word on the Word Wall. Can you find it?<\/li>\n\t\t\t<li>Let&#8217;s say that word slowly to hear the beginning sound.<\/li>\n\t\t\t<li>Did we put a comma after each idea?<\/li>\n\t\t\t<li>Are the capitals at the beginning of each idea?<\/li>\n\t\t\t<li>Did we have the title in the correct place? <\/li>\n\t\t\t<li>Did we end our poem with a period? <\/li>\n\t\t\t<\/ul>\n\t\t\t\n<\/li>\n\n<\/ul>\n\n\t\t\t\t\n\t\t\t\t\t<blockquote>\n\n<p><strong><i>Extending Writers:<\/i><\/strong> You may wish to work with more advanced writers in a small group to begin building or adding to an editing checklist. Add items gradually and check one item at a time.<\/p><u>Spelling <\/u>\n\t\t\tUnderline spellings you&#8217;re not sure of.\n\t\t\tCheck spellings using the word wall. <p><u>Punctuation<br>\n\t\t\t<\/u>Add a capital letter at the beginning of lines in a poem.<br>\n\t\t\tAdd a comma after each item in a list.<br>\n\t\t\tAdd a period at the end of a statement. <\/p>\n\n<\/blockquote>\n\t\t\t\t\n\t\t\t\n\t<div id=\"msw-six\"><\/div>\n\n\t\t\t<h3 id=\"SHARING_AND_PUBLISHING\">SHARING AND PUBLISHING<\/h3>\n\t\n\t\t\t<strong><i>Make a Final Copy<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<li>Prepare a final version of the poem on chart paper. Reread it with the students. \n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<strong><i>Reflect on the Poem<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<li> Take time to reflect on the reasons that each item was chosen. Offer prompts:\n\t\t\t<ul>\n\t\t\t<li>Why did we include \u2018Mommy saying \u2018I love you&#8217; beside hear?<\/li>\n\t\t\t<li>What were we expressing in each of these lines of the poem?<\/li>\n\t\t\t<li>What is the whole poem about? <\/li>\n\t\t\t<li>How did we express ourselves and our feelings in our poem? \n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n<\/div><div id=\"Section-Five\" class=\"section\">\n\n\t<div id=\"giw-one\" class=\"section\"><\/div>\n\n\t\t\t<h2 id=\"4_GUIDED_AND_INDEPENDENT_WRITING\">4. GUIDED AND INDEPENDENT WRITING<\/h2>\n\t\n\t\t\t<p><strong>Time:<\/strong> two sessions of approximately 20 minutes <br>\n\t\t\t<strong>Grouping:<\/strong> whole class and individuals<br>\n\t\t\t<strong>Materials:<\/strong> paper and pencils <\/p>\n\n\t<div id=\"giw-two\" class=\"section\"><\/div>\n\t\t\t<h3 id=\"PLANNING_AND_RESEARCHING1\">PLANNING AND RESEARCHING<\/h3>\n\t\t\t<ul>\n\t\t\t<li>Tell students that they will be writing their own list poem about what makes them feel happy. \n\t\t\t<\/li>\n<li><p class=\"speach-bubble left\">Choose at least one of our senses\nand write beside it something\nthat makes you happy that is\nrelated to that sense. If you can,\nwrite about all five senses.<\/p>\n\t\t\t\t\n\t\t\t\tWrite the five senses on the board (see, hear, touch, smell, and taste) and ask students to choose at least one sense and write beside it what makes them happy.\n\t\t\t<\/li>\n\t\t\t<\/ul>  <strong>Note:<\/strong> If this unit is used later in the year when student shave more writing experience, you can place three of the earlier brainstormed feelings on the board and have students choose the one they would like to use for their poem.<br><br>\n\t\n\t\t<blockquote>\n\n<p><strong><i>Supporting Writers:<\/i><\/strong> Form a small guided-writing group for students needing extra support. Remind students that they can draw a picture, write letters with a picture, and try to write some words.<\/p><p><strong><i>Extending Writers:<\/i><\/strong> Encourage students to choose a different feeling to write about and use all five senses.<\/p>\n\n<\/blockquote>\n\n\t<div id=\"giw-three\" class=\"section\"><\/div>\n\n\t\t\t<h3 id=\"DRAFTING\">DRAFTING<\/h3>\n\t\n\t\t\t<strong><i>Write the List Poem<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<li>Remind students to use their planned ideas to write their poem about what makes them happy. Include at least one of the senses in writing the poem.<br>\n\t\t\t<\/li>\n<li><p class=\"speach-bubble left\">When you write your poem, you may\nchoose all five or just one of the\nsenses to write about what makes you\nfeel happy. However, start with the\nsame opening \u2018When I&#8230;,&#8217; and close\nwith the same ending &#8216;I Feel happy.&#8217;<\/p>\n\t\t\t\t\n\t\t\t\tYou may with students to use the same sentence starter as we did in the shared poem, \u2018When I&#8230;&#8217; and finish the poem with \u2018I feel happy.&#8217;\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\n\t\t<blockquote>\n\n<p><strong><i>Supporting Writers:<\/i><\/strong> Form a small guided-writing group for students needing extra support to help put their ideas into a list-poem format. If students need even more support, you may consider scribing their ideas with frequent rereadings. Alternatively, you could provide a sentence starter, e.g., \u2018When I&#8230;.&#8217; Have the student tell you what sense and what makes them happy related to that sense.<\/p><p><strong><i>Extending Writers:<\/i><\/strong> Writers ready for extension may be able to write more than one idea for each of the senses. They may also choose to illustrate each of the ideas.<\/p>\n\n<\/blockquote>\n\n\t<div id=\"giw-four\" class=\"section\"><\/div>\n\n\t\t\t<h3 id=\"REVISING1\">REVISING<\/h3>\n\t\n\t\t\t<ul>\n\t\t\t<li>    Ask students to reread their poem and ask themselves if they have included at least one idea for one sense that makes them happy. You may wish to have students work in pairs to reread their poems and provide feedback to each other. Provide prompts for them to use such as:\n\t\t\t<ul>\n\t\t\t<li>Does my idea sound right for the sense I chose? <\/li>\n\t\t\t<li>Should I add another idea and sense? \n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\n\t\t<blockquote>\n\n<p><strong><i>Supporting Writers:<\/i><\/strong> Form a small group as necessary to reread each poem and provide group suggestions for checking that each sentence makes sense.<\/p><p><strong><i>Extending Writers:<\/i><\/strong> You may decide to work with more advanced writers in a small group and encourage them to add or delete information to improve the flow of their list poems.<\/p>\n\n<\/blockquote>\n\n\t<div id=\"giw-five\" class=\"section\"><\/div>\n\n\t\t\t<h3 id=\"EDITING1\">EDITING<\/h3>\n\t\n\t\t\t<ul>\n\t\t\t<li>\n\t\t\t<p>Ask students to check their poems for spelling and punctuation using the Word Wall and other resources.\n\t\t\t<\/p>\n\t\t\t<\/li>\n\t\t\t<li>\n\t\t\t<p>Remind students that each of the senses should start a new line of the poem.<br>\n\t\t\t<\/p>\n\t\t\t<\/li>\n\t\t\t<li>\n\t\t\t<p>Ask students to check that each line of the poem starts with a capital and ends with a comma.\n\t\t\t<\/p>\n\t\t\t<\/li>\n\t\t\t<li>    Remind students that the last line should end with a period. <\/li>\n\t\t\t<\/ul>\n\t\n\t\t<blockquote>\n\n<p><strong><i>Supporting Writers:<\/i><\/strong> Form small groups as necessary to reread and correct punctuation and spelling. Model the use of the Word Wall.<\/p><p><strong><i>Extending Writers:<\/i><\/strong> Encourage more advanced writers to use the Editing Checklist to edit their list poems.<\/p>\n\n<\/blockquote>\n\t\n\n\t<div id=\"giw-six\" class=\"section\"><\/div>\n\n\t\t\t<h3 id=\"SHARING_AND_PUBLISHING1\">SHARING AND PUBLISHING<\/h3>\n\t\n\t\t\t<p><strong>Time:<\/strong> approximately 25 minutes<br>\n\t\t\t<strong>Grouping:<\/strong> small groups and individuals <\/p>\n\t\t\t<ul>\n\t\t\t<li>\n\t\t\t<p>Students can make a final copy of their poems.\n\t\t\t<\/p>\n\t\t\t<\/li>\n\t\t\t<li>\n<p class=\"speach-bubble left\">Remember to look at the\nperson who is reading to\nyou and to tell him or\nher what you liked about\nthe poem.<\/p>\n\t\t\t\t\n\t\t\t\tDivide the class into small groups and encourage them to share their poem with group members. Emphasize the importance of listening to each other and providing positive feedback.\n\t\t\t\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t\n<\/div><div id=\"Section-Six\" class=\"section\">\n\n\t\t\t<h2 id=\"5_ASSESSMENT_AND_SELF-EVALUATION\">5. ASSESSMENT AND SELF-EVALUATION<\/h2>\n\t\n\t\t\t<p><strong>Time:<\/strong> 10 minutes if done as a class, or a few minutes per child if done in centres<br>\n\t\t\t<strong>Grouping:<\/strong> whole class and individuals<br>\n\t\t\t<strong>Materials:<\/strong> Self-Assessment: List Poem BLM and Assessment Rubric for Writing a List Poem<\/p>\n\t\n\t\t\t<strong><i>Reflection and Self-Evaluation<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<li>Ask students to reflect on their poems as a class. Raise questions such as\n\t\t\t<ul>\n\t\t\t<li>What things do you think we did well?<\/li>\n\t\t\t<li>How could we make our poems better?\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<li>Ask students to reflect on their poems using the <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/selfassess_listpoem.pdf\" target=\"_blank\" rel=\"noopener\">Self-Assessment: List Poem <\/a>BLM, e.g.,&#8217; What did I do well? How could I make my poem better?&#8217; <\/li>\n\t\t\t<\/ul>\n\t\t<strong><i>Assessment<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<li>Using the <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/assessrubric_listpoem.pdf\" target=\"_blank\" rel=\"noopener\">Assessment Rubric for Writing a List Poem <\/a>BLM, document each student&#8217;s growth in writing a list poem, noting the skills and understandings that he or she is demonstrating. If you had students write a Pre-assessment piece, compare it with the student&#8217;s final list poem to assist you in noting areas of growth. <\/li>\n\t\t\t<\/ul>\n\n\n\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"<p>A poem is a lyrical, verbal expression of ideas, thoughts, and feelings. This brief text-type writing study focuses on writing a list poem. Students can apply their learning by writing a poem to show how they express themselves. 1. IMMERSION INTO THE TEXT TYPE Time: approximately 15 minutes (Can be combined with Pre-assessment) Grouping: whole [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":0,"parent":1258,"menu_order":7,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1359","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1359","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/comments?post=1359"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1359\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1258"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1359"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}