Poetry Resume
Many teachers are unaware of the benefits poetry can have when implemented correctly in a classroom. This resume shows the key features of
poetry as well as ways it can help students who struggle with reading and writing because of learning differences. I chose this format because I feel that it is a great way to highlight the important information about the use of poetry instruction in the classroom and its many benefits.I chose to name the educational institutions after influential poets, as well as a successful writer who overcame dyslexia and ADHD.
References:
Dean, J. (2002). Simon Says: A Case Study of Simon, Poetry, and Success. Voices from the Middle, 10(2), 25-28.
Lee, G., & Hughes, M.(2012). The Interpretive Strategies Utilized by Elementary Students with and without Learning Disabilities in Comprehending
Poems.International Electronic Journal of Elementary Education, 4(3), 489-506. Retrieved November 5, 2012, from
http://www.iejee.com/4_3_2012/IEJEE.
Routman, R. (2000).Conversations Strategies for Teaching, Learning, and Evaluating. Portsmouth:Heinemann.
Stange, T., & Wyant, S. (2008). Poetry Proves to be Positive in the Primary Grades. Reading Horizons, 48(3), 201-212. Retrieved
November 2, 2012, from http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1087&context=reading_horizons
Tompkins, G. (2012). Poetry Writing. Teaching Writing Balancing Process and Product (6 ed., pp. 154-177). Boston: Pearson.
Wicklund, LaDonna. "Shared Poetry: A whole language experience adapted for remedial readers." The Reading Teacher 42 -7 (1989): 478-481.
poetry as well as ways it can help students who struggle with reading and writing because of learning differences. I chose this format because I feel that it is a great way to highlight the important information about the use of poetry instruction in the classroom and its many benefits.I chose to name the educational institutions after influential poets, as well as a successful writer who overcame dyslexia and ADHD.
References:
Dean, J. (2002). Simon Says: A Case Study of Simon, Poetry, and Success. Voices from the Middle, 10(2), 25-28.
Lee, G., & Hughes, M.(2012). The Interpretive Strategies Utilized by Elementary Students with and without Learning Disabilities in Comprehending
Poems.International Electronic Journal of Elementary Education, 4(3), 489-506. Retrieved November 5, 2012, from
http://www.iejee.com/4_3_2012/IEJEE.
Routman, R. (2000).Conversations Strategies for Teaching, Learning, and Evaluating. Portsmouth:Heinemann.
Stange, T., & Wyant, S. (2008). Poetry Proves to be Positive in the Primary Grades. Reading Horizons, 48(3), 201-212. Retrieved
November 2, 2012, from http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1087&context=reading_horizons
Tompkins, G. (2012). Poetry Writing. Teaching Writing Balancing Process and Product (6 ed., pp. 154-177). Boston: Pearson.
Wicklund, LaDonna. "Shared Poetry: A whole language experience adapted for remedial readers." The Reading Teacher 42 -7 (1989): 478-481.