Uqalurautit: A Book of Poems by inhabiteducation

ᐅᖃᓗᕋᐅᔭᐅᑎᑦ: ᐅᖃᓕᒫᒐᑦ ᐅᖃᓗᕋᐅᔭᐅᑎᑦ

How to use this book

There are seven poems in this book. At the back of the book, you will find four lessons that can be used with each poem. There are additional suggestions for Word Work activities you could also use with each poem.

Each lesson focuses on a different literacy skill. The lessons build on one another, so they should be taught in the order they are presented.

The lessons use a shared reading format and are best taught over consecutive days. The literacy skills taught in shared reading lessons can then be reviewed by the teacher and practised by students in guided reading sessions.

The poems in this book are written for students at the Developing stage of literacy development. Students at this stage continue to benefit from direct reading instruction through shared reading activities as they develop the reading skills, strategies, and behaviours they need for more complex texts. The interactive nature of the activities included in this book encourages student participation and engagement as they learn different literacy strategies.

A note about the poems in this book

In shared reading lessons, students play an active role by observing the teacher reading and then reading along with the teacher and answering questions.

Students should have the opportunity to read plenty of different types of poetry before they are asked to write poems of their own. This poetry book has different examples of poetry that students can practise reading with you. Some of the poems follow specific rhyme schemes and others do not. The following poems included in the book are specific types of poetry:

• “ᐅᓪᓛᒃᑯᑦ ᕿᑐᕐᖔᒃ” (“Good Morning, Child”) is a haiku. A haiku has three lines with 17 syllables in total. The first line has five syllables, the second line has seven syllables, and the third line has five syllables. Haiku usually do not rhyme and are written in the present tense.

• “ᐃᑦᑐᑯᓗᒃ” (“An Old, Old Man”) is a variation of a limerick . A limerick usually introduces a person or place in the first line, and there is usually a strong rhyming element.

Please see the Inuktut Titiqqiriniq USB drive for the teacher supplement for this Big Book.

ᐃᑦᑐᑯᓗᒃ

ᐅᐱᕐᖔᖅ, ᐅᐱᕐᖔᑯᓗᒃ

ᐅᐱᕐᖔᖅ, ᐅᐱᕐᖔᑯᓗᒃ,

ᐊᕐᕌᒍᒥ ᑲᔾᔮᕐᓇᖅᑐᖅ

ᐆᒪᔪᑦ ᐱᕈᖅᑐᓪᓗ

ᐃᖅᑯᕐᒪᖅᐸᓪᓕᐊᓕᖅᐳᑦ ᐅᓐᓄᐊᒥᑦ ᓯᓂᓚᐅᖅᑐᑦ

ᐊᔾᔨᒌᙱᑦᑐᒐᓚᐅᕗᑦ. ᐃᓚᖏᑦ

ᒥᖅᑯᓖᑦ, ᐃᓚᖏᑦ

ᐱᒃᑯᒋᔭᒃᑲ ᐅᑯᐊ

ᓇᒃᑐᕋᓕᒃ

ᑕᒃᐱᑦᑎᐊᖅᑐᒃ ᐃᔨᖏᒃ,

ᐃᓕᕋᓇᒻᒪᕆᒃᑐᖅ ᕿᓂᖅᑎᓪᓗᒍ. ᑐᓗᒐᖅ ᐅᑭᐅᕌᓘᒐᓗᐊᒃᑯᑦ ᐆᒻᒪᕆᑦᑎᐊᖅᑐᖅ, ᓯᓚᑐᔪᒻᒪᕆᒃ.

ᓇᑦᑎᖅ

ᓯᕗᓂᑦᑎᓐᓂᒃ ᐱᐅᓕᓯᓯᒪᔪᖅ. ᓴᖅᐱᓖᑦ

(Uqalurautit: A Book of Poems)

There are seven poems in this book. Here you will find four lessons that can be used with each poem. Focus on one poem at a time and do one lesson each day. There are additional suggestions for Word Work activities you could also use with each poem.

Lesson 1: Enjoying the poem

1. Show students the title and illustration that accompanies the poem. Ask students to predict what the poem is going to be about based on the illustration and title.

2. Read the poem out loud to students, starting with the title. You do not need to point to the words as you read. Focus on modelling fluent and expressive reading when reading the poem to the students for the first time.

3. Have students reflect on whether their predictions were correct.

Optional: Have students write about the poem in their journals and/or talk about their comprehension of the poem. Examples of prompts include:

• ᐅᖃᓗᕋᐅᔭᐅᑎ ᑐᓴᕐᓂᕆᑲᐃᓐᓇᖅᐱᐅᒃ? ᓱᖕᒪᑦ? (Did you like the poem? Why or why not?)

• ᐅᖃᓗᕋᐅᔭᐅᑎ

ᐱᔾᔪᑎᖃᑲᐃᓐᓇᖅᐸ? (What was the poem about?)

ᖃᓄᖅ ᐃᒃᐱᒍᓱᑲᐃᓐᓇᖅᐱᑦ? (How did the poem make you feel?)

ᐅᖃᓗᕋᐅᔭᐅᑎ ᑭᓱᒧᑦ ᐃᖅᑲᐃᓯᒋᑲᐃᓐᓇᖅᐱᐅᒃ? (What did the poem remind you of?)

Lesson 2: Talking about the poem

1. Read the poem out loud to students, starting with the title. Focus on modelling fluent and expressive reading.

2. Read the poem a second time. Read slowly and deliberately, pointing to each word as you read.

3. Have students explore the poem’s format with the following prompts:

• ᐅᖃᓗᕋᐅᔭᐅᑎ ᖃᔅᓯᓂᒃ ᑐᑭᓕᕇᒃᑐᓂᒃ

(How many lines are in the poem?)

• ᐅᖃᓗᕋᐅᔭᐅᑎ ᐃᒥᐊᕋᑖᖅᐸ? ᐄᖑᑉᐸ

(Does the poem have a rhyme scheme? If so, what is the rhyme scheme?) • ᐅᖃᓕᒫᒐᐅᑉ ᓄᖅᑲᖅᑕᐅᑎᖏᓐᓂᒃ ᐅᔾᔨᕈᓱᕋᑖᖅᐱᑦ? ᑖᒃᑯᐊ ᓄᖅᑲᖅᑕᐅᑎᖏᑦ ᐅᖃᓕᒫᖅᑕᕐᓂᒃ ᐅᖃᓗᕋᐅᔭᐃᑎᒥᒃ ᑐᑭᓯᔾᔪᑎᒋᕋᑖᖅᐱᒋᑦ? (What punctuation do you see? How does it help you read and understand the poem?)

• ᐅᔾᔨᕆᕋᑖᖅᐱᒋᑦ ᐃᒥᐊᓂᖏᑦ ᐅᖃᐅᓰᑦ? (What do you notice about the rhythm of the words?)

4. Read the poem again, pointing to the words as you read. Invite students to join you in reading the poem.

Teaching tip

Rhyme scheme refers to the pattern of rhyme between lines of a poem. Rhyme scheme is usually identified by letters. For example, if the rhyme scheme of a four-line poem is ABAB, this would mean that the last syllable of the first and third lines rhyme and the last syllable of the second and fourth lines rhyme.

Lesson 3: Reading the poem

1. Read the poem out loud to students, starting with the title. Focus on modelling fluent and expressive reading.

2. Slowly and deliberately read the poem out loud again to students, pointing to the words as you read.

3. Decide on a word or words that you want the students to practise reading. Tell students that they should follow along as you read the poem out loud, but that you are going to pause at certain words. When you pause, you would like them to read the word out loud with you.

4. Repeat step 3 multiple times, but pause at more words each time you read. Eventually, students will read most or all of the words of the poem out loud. By the end of the lesson, they will be reading the entire poem out loud.

Lesson 4: Fluency

1. By now, students should be familiar enough with the poem that they will be ready to focus on reading the poem with fluency. Read the poem out loud to students, starting with the title. Focus on modelling fluent and expressive reading.

2. Have students practise reading the poem out loud. Prompt students to try reading the poem with different expressions and tones of voice. For example, should all or parts of the poem be read in an excited voice? A slow and serious voice? A loud voice? A soft voice? Remind students that punctuation can be used differently in poetry than in other types of text, but that it is deliberately used by the author to influence how the poem is read.

Word Work activities

As students are first introduced to poetry, the main focus for instruction should be to expose them to some of the unique and fun features of poetry. Sometimes, however, you may wish to use a poem to teach or review phonics skill, vocabulary, or parts of speech. Here are some examples of short activities you can do with any poem:

• Find a sound. Select a syllabic and have students identify the syllabic each time it appears in the poem. Students can circle the syllabic with their finger in the Big Book, or you can copy the poem onto chart paper and have students circle the syllabic with marker.

• Find a synonym or antonym. Say a word and have students identify a word used in the poem that is the word’s synonym or antonym. This activity works well as an introduction to discussions about word choice.

• Find a noun, verb, or adjective. Review parts of speech by having students identify if specific words in the poem are a noun, verb, or adjective.

• Count the syllables. Have students search the poem for words that have a specific number of syllables.

• Find a rhyme. In a poem that uses rhyme, have students identify pairs of words that rhyme with each other. Challenge students to think of other words that could rhyme with the rhyming pairs the author has used.

Department of Education, Government of Nunavut

PO Box 1000, Station 960, Iqaluit, NU X0A 0H0

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ISBN: 978-0-2287-1077-6

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