Poetry and Rimas Infantiles: A Make and Take of Interactive Poetry

Poetry and Rimas
Infantiles: A Make and
Take of Interactive
Poetry for Young
Children
Compiled by
Vicente Hernandez
The Bear Blvd. School for Early Learning
Elizabeth Field
-------------------------
January 2011
Poetry and rhymes are part of the cultural language that
children learn easily and also are tools that teachers use to
develop oral language and to promote early stages of writing
and reading in young children. Many types of poetry may be
used such as free-verse, rhyming, interactive, adultauthored, child-generated, and teacher-adapted, from great
children’s books.
Why Use Poetry with Young Children
Poetry expands children’s oral language abilities as it:
• Provides texts that are easy to remember.
• Builds a repertoire of the unique patterns and forms of language.
• Helps children become sensitive to and enjoy the sounds of language — rhymes, alliteration,
assonance, onomatopoeia (buzz, whiz, woof).
• Supports articulation and elocution.
• Extends listening and speaking vocabularies.
• Expands knowledge of the complex syntax of language.
• Encourages children to manipulate and play with language.
• Develops phonological awareness (rhyme, syllables, onsets and rimes).
• Makes it easy for children to isolate and identify sounds, take words apart, and change sounds in
words to make new words.
• Provides rich examples of comparisons such as similes and metaphors.
Poetry expands children’s written language abilities as it:
• Gives them access to memorable language that they can then match up with print.
• Expands spoken vocabulary, making it easier later for them to read words.
• Helps them notice aspects of print.
• Provides opportunities to learn and recognize words that rhyme, end the same, start the same, or
sound the same in the middle.
• Helps them begin to notice the letters and letter patterns associated with sounds.
• Provides a setting in which to develop the concept of word and notice how spaces are used to
define words in written language.
• Provides models of fluent reading helping children get the feel of it.
Poetry expands children’s content knowledge as it:
• Provides new perceptions and ideas for them to think about.
• Helps them develop conceptual understanding.
• Encourages them to develop a sense, of humor.
• Sensitizes them to the forms and style of poetry.
Poetry contributes to children’s social knowledge and skills as it:
• Provides artistic and aesthetic experiences.
• Creates a sense of community through enjoying rhymes and songs as a group.
• Gives them access to English-speaking culture.
• Provides a window to many other cultures.
• Provides a common language for a group of children to share.
• Creates memories of shared enjoyable times.
Poetry rationale taken from:
Pinnell, Gay Su & Fountas, Irene C. (2004). Sing a Song of Poetry. Portsmouth, New
Hampshire: FirstHand, an imprint of Heinemann.
Ideas for Using Poetry and Pocket Charts
1.
Recognize the oral language benefits of poetry and nursery rhymes, especially for secondlanguage learners. When making poetry charts, begin with familiar songs, nursery rhymes, and
fingerplays. In this way, children are able to chant the words orally but must figure out how to
match the spoken words to the printed ones. Provide picture cues behind important words to
scaffold this process.
2. Increase the phonological awareness of poems read aloud by:
- reciting the poem in a soft voice and using a louder voice for rhyming words
- reciting the poem in a regular voice and whispering the rhyming words
- challenging children to indicate when the order of words has been swapped in a familiar poem
- challenging children to notice when a correct word from a familiar rhyme has been replaced with a
similar-sounding word that does not make sense.
3. Make pocket charts interactive by asking children to:
- use pointers to read along with familiar nursery rhymes or songs in chart format or use pencils
with toppers to read along with smaller charts in a poetry center
- match individual word cards (cut up versions of the same poem) to sentence strip poems
- match pictures to the lines of print or individual words that represent them
- underline rhyming words on poetry charts with wicky sticks or highlight them with opaque plastic
strips placed over the words of laminated charts
- play with children’s names in a poem like “Happy Birthday” or “Hey Neighbor”
- rearrange the lines of sentence strip poetry and read the silly new poem that results.
4. Save time by using your computer to make three poetry materials at the same time:
- Input and print a favorite poem using a font in which letters such as “a” and “g” look as children
would expect them to look. This page can be used in a poetry center and in a take-home folder each
time a poem is completed.
- Enlarge the printed poem to poster size at your school’s teacher resource room or a copy shop
such as Kinko’s. Encourage the children to illustrate the poetry chart.
- Change the orientation of the page to landscape and enlarge the text as much as possible while
still keeping each line of the poem as a line of print. Print this version of the poem onto 81/2” x 14”
or 11” x 14” paper to make “sentence strip” poetry for mini-pocket charts.
5.
Remember that even young children can be challenged to think about the meaning of poetry.
“People” is a great conversation-starter for young children; “The Drum,”“A Poem is a Little Path,” or
“Try, Try Again” would work well with slightly older children.
6.
Create a class innovation of the poem “To Johnny.” Encourage children to generate their own
ideas of what the box and stick could be, then write down the new words on a class chart. Common
children’s rhymes like “Five Little Monkeys Jumping on the Bed” can also be rewritten by children
with lines like “Five little monkeys making lots of noise couldn’t find a way to share their toys.”
Karen Capo and Judy Rolke, School Literacy and Culture Project, Rice University’s Center for
Education, 2005.
La tijera de mamá
Cuando me recorta el pelo
la tijera de mamá,
va diciendo en su revuelvo:
chiqui-chiqui-chiqui-chá…
Aletea,
viene y va,
y a mi oído cuchichea:
chiqui-chiqui-chiqui-chá…
Cuando el pelo me recorta
la tijera de mamá,
charla más de lo que corta,
chiqui-chiqui-chiqui-chá…
Germán Berdiales
“Chocolate”
Uno, dos, tres CHO,
uno, dos, tres, CO,
uno, dos, tres, LA,
uno, dos, tres, TE...,
Chocolate, chocolate,
bate, bate el chocolate.
“Chocolate”
1, 2, 3 CHO,
1, 2, 3, CO,
1, 2, 3, LA,
1, 2, 3, TE...,
Chocolate, chocolate,
bate, bate el chocolate.
“Chocolate”
Cho
co
la
te
Uno, dos, tres CHO,
uno, dos, tres, CO,
uno, dos, tres, LA,
uno, dos, tres, TE.
Chocolate, chocolate,
bate, bate el chocolate.
“Rima de la Manzana”
manzana,
manzana,
La
se
de
pasea,
naranja
la
sala,
mango
comedor.
al
uvas
No
me
con
piques,
cuchillo,
pícame,
con
tenedor.
From “El Cuento del Gato”, by Alma Flor Ada.
manzana,
naranja
pera,
mango
naranja
banana,
uvas
mango
naranja
sandía,
,
uvas
mango
naranja,
naranja
uvas
naranja
piña,
mango
mango
naranja
ciruela,
uvas
uvas
mango
naranja
“Tortillitas”
Tortillitas, tortillitas,
Tortillitas de manteca,
pa
mamá
que está contenta,
Tortillitas de salvado,
pa
papá
que está enojado.
“AAA... Mi Abuelita
me Dará”
AAA... mi abuelita me dará.
EEE... una tacita de té.
III... pan dulce yo le pedí.
OOO... pero ella no me lo dio.
UUU... ¿Me lo quisieras dar tú?
From “Cinco Pollitos”, by Alma Flor Ada.
Tic, tac, tic, tac, yo soy el Señor Reloj.
Tic, tac, tic, tac, doce horas toco yo.
Tic, tac, tic, tac, yo soy el Señor Reloj.
Tic, tac, tic, tac, doce horas toco yo.
A la 1, como tuna.
A las
A las
A las
2, como arroz.
3,
todo al revés.
4, voy al teatro.
A las 5, pego un brinco.
A las 6, aprendo inglés.
A las 7, un juguete.
A las 8, un bizcocho.
A las 9, nadie se mueve.
A las 10, con los pies.
A las 11, campanas de bronce.
A las 12, alguien tose.
“Cinco Ranitas”
Cinco ranitas
Con muchas manchitas
Sentadas arriba de un tronco.
¡Cro! ¡Cro!
Una rana cayó
Adentro de un lago.
Ahora quedan cuatro ranas.
¡Cro! ¡Cro!
Cuatro ranitas...
Tres ranitas...
Dos ranitas..
Una ranita...
Ahora no quedan más ranas.
¡Cro! ¡Cro! ¡Cro!
From “Songs for Little Ones” by Silvia León.
Five little speckled frogs
Five little speckled frogs,
Sitting on a speckled log,
Eating the most delicious bugs...yum, yum.
One jumped into the pool
Where it was nice and cool.
Then there were four speckled frogs, .yum, yum.
Four little speckled frogs….
Three little speckled frogs…,
Two little speckled frogs…,
One little speckled frog
Sat on a speckled log
Eating some most delicious bugs, Yum Yum!
He jumped into the pool
Where it was nice and cool
Then there were no green speckled frogs,
Glub Glub!
From “Songs for Little Ones” by Silvia León.
Keep A Poem In Your Pocket
Keep a poem in your pocket
And a picture in your head
And you’ll never feel lonely
at night when you’re in bed.
The little poem will sing to you
A dozen dreams to dance to you
At night when you’re in bed.
So…
Keep a picture in your pocket
And a poem in your head
And you’ll never feel lonely
at night when you’re in bed.
Beatrice Schenk de Regniers
Dora Diller
“My stomach’s full of butterflies!”
lamented Dora Diller.
Her mother sighed. “That’s no surprise,
You ate a caterpillar!”
Jack Prelutsky
Catch A Little Rhyme
Once upon a time
I caught a little rhyme
I set it on the floor
But it ran right out the door
I chased it on my bicycle
But it melted to and icycle
I scooped it up in my hat
But it turned into a cat
I caught it by the tail
But it stretched into a whale
I followed it in a boat
But it changed into a goat
When I fed it tin and paper
It became a tall skyscraper
Then it grew into a kite
And flew far out of sight…
Eve Merriam
Weather
Dot a dot dot dot a dot dot
Spotting the windowpane.
Spack a spack speck flick a flack fleck
Freckling the windowpane.
A spatter a scatter a wet cat a clatter
A splatter a rumble outside.
Umbrella umbrella umbrella umbrella
Bumbershoot barrel of rain.
Slosh a galosh slosh a galosh
Slither and slather a glide
A puddle a jump a puddle a jump
A puddle a jump puddle splosh
A juddle a pump a luddle a dump
A pudmuddle jump in and slide!
Eve Merriam
http://www.poemhunter.com/
The Swing
How do you like to go up in a swing,
Up in the air so blue?
Oh, I do think it the pleasantest thing
Ever a child can do!
Up in the air and over the wall
River and trees and cattle and all
Over the countryside—
Till I look down on the garden green,
Down on the roof so brown—
Up in the air I go flying again,
Up in the air and down!
Robert Louis Stevenson
Humpty Dumpty
Some Great Poetry and Song Books
You Be Good & I’ll be Night: Jump On The Bed Poems
By Eve Merriam
This Old Man
By Carol Jones
Today is Monday
By Eric Carle
Over In the Meadow
Ezra Jack Keats
What A Wonderful World
By George David Weiss and Bob Thiele. Illus. by Ashley Bryan
To Market, To Marker
By Peter Spier
Here’s A Little Poem: A Very First Book of Poetry
Collected by Jane Yolen and Andrew Fusek Petersz; Illustrated by Polly
Dunbar
Fiesta Babies
By Carmen Tafolla
A Rainbow All Around Me
By Sandra L. Pinkney