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Angela Youngblood

ED 262

Melanie Beaver Ph.D.

July 13, 2023

(Ch.12) Explain why poetry is such an accessible genre for differentiating instruction for

struggling readers and for English learners. Select one of the many poetry instructional strategies

explained in this chapter and demonstrate how all 6 language arts can be present in great poetry

reading or writing activities for students. (EDPGs #1, 4, 8, 9) (25pts) 

Poetry helps struggling readers and English learners by exposing them to many different

parts of writing. Children can learn phonics and letter sounds by listening to the rhyming words

in poetry. Poetry can also help struggling readers by teaching sentence structure and grammar.

Poetry can build reading, speaking, and listening skills. It can strengthen a student's reading

skills and fluency. When poems are read aloud to them, they are building their listening skills.

Poetry allows children to explore lots of language and new vocabulary. They will get

exposed to words they have never heard before. Poetry inspires writing. Children can be creative

and use their imagination to put words together. It allows them to brainstorm, and learn how to

choose correct words to use in their writing.

Ch.12) Media and technology can help promote poetry writing experiences for children. The

chapter lists four specific websites and apps students can use to read and write poetry. Search for

creative ways online to blend media and technology with poetry reading and writing. Search the

internet to find at least two websites or free apps students can use to practice and/or share their

poetry writing skills. Be sure the tech tools you use are age-level appropriate for your students to

navigate on their own. Specify the grade level recommended for the two tech tools you feature,
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and include the link to those sites/apps after a brief description of each. (EDPGs #1, 4, 8, 9,

11) (25pts)

Potery4kids.com

This website is for children in grades first up to eighth grade. You are able to pick what grade

level you want to work with. The website provides poetry writing lessons and activities.

Word Hippo

This is an app. It says 4+ for age. You can use this app to find similar and opposite words along

with rhyming words. This would be good for children writing to easily

look up rhyming words and or meanings.

Ch.13) How does the author suggest that teachers can assess and differentiate instruction for

struggling students, students with disabilities, or English learners when teaching informational

texts? (EDPGs #1, 4, 8, 9) (25pts)

Using assessment tools that ask questions about the text. This allows the students to

reflect on their thinking. It gives the struggling students a visual and allows them to answer the

questions that they can later use to write about the topics themselves. Simply allowing oral

responses and using tools to help the students keep track of what information they take from the

reading.

Ch.13) Beginning in 4th grade, students move from learning to read to reading to learn.

Textbooks begin to have fewer pictures and graphics, more content-specific vocabulary, and

more complex sentence structure. One effective way to help students read to learn informational

text is to teach them the text structures of non-fiction. Explain each of the 6 text features
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explained in Figure 13.1. How can an understanding of these text structures help students read

the challenging informational texts they will encounter as they progress through

school? (EDPGs #1, 4, 8, 9) (25pts)

An understanding of text structure or an organization of the ideas in a writing can allow

the student to really comprehend the writing and help them remember what they have read.

Compare and Contrast – When a text compares two or more things. To compare we talk about

how things are similar and to contrast we discuss how they are different.

Cause and effect – How one idea or event can cause another one.

Description – Talking about characteristics and giving details about something or someone.

Problem-Solving – Poses a problem in the writing and gives a solution

List- Information in the writing is given in order or in a step-by-step direction

Questions and Answers – The writing will answer those questions of who, what, when and where
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References

Cox, C. (2014). Teaching language arts: A student-centered classroom. Pearson.

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