Well-chosen words: Creating spaces for poetry writing in the Common Core State Standards American Reading Forum 2013 Sanibel Island, Florida Sherron Killingsworth Roberts, UCF Patricia Crawford, Pitt Nancy Brasel, UCF

1. Well Chosen Words:
Creating Spaces for Poetry
within Common Core
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Trish Crawford, Associate Professor,
University of Pittsburgh
Nancy Brasel, Associate Instructor,
University of Central Florida
Sherron Killingsworth Roberts, Professor,
University of Central Florida

2. 
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To examine the ways in which explorations of
poetry can be situated within the framework
outlined in the Common Core State Standards
(CCSS).
To explore the potential for including poetry
writing in the professional development of
prospective teachers, who will be teaching in
programs guided by the CCSS.
To share the findings of preservice teachers’
perspectives on literacy, literacy education, and
the teaching experience, as represented in their
poetic writing.
Today’s Objectives

3. "Poetry"
-by Lana-Kay C., first grade, PS 111
Poetry is fire that is coming out of my mouth.
Poetry is my mom saying, "I love you."
Poetry is a volcano turning into a heart.
Poetry is my life.
Poetry is a flower.
Poetry is kind to me.
Poetry is a treasure.
Poetry is diamond earrings.
Poetry is nice to me.
Poetry is the fire of my life.
Poetry is the clock saying, "Wake up!"
What is poetry?

4. Situating poetry at the
intersection of two
theoretical frameworks:
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Vygotsky’s (1978; 1986) sociocultural theory provides a
means of exploring the ways in which participant
understandings of the CCSS are mediated in the midst of
engagement in coursework, professional development
activities, and ongoing teaching experiences.
An arts-based inquiry approach (Barone & Eisner, 1997)
offers an overview for considering the role that poetic and
other aesthetic components have in representing our lived
experiences.
Willis (2002) notes that the research poem allows a lens
through which these experiences can be probed more fully.

5. 
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Poem
Poetry
Verse
Line
stanza
Any form of poetry, such as haiku
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Equals almost zero…
Content analysis key terms

6. What are the emphases/ signature features of
CCSS in your mind?
Must poetry give way to
informational text or
linear argument within
CCSS?

7. CCSS emphasis on close reading works well for the deep
reading that poetry demands; plus, poetry possesses an
economy of words that allows readers an efficient path to go
deeper.
 A closer look at the grade-level reading standards reveals
that poetry, poetic language, and poetry terminology
(e.g., stanza, sonnet) are specifically mentioned in all grades.
 ELA Anchor Standards in Reading ask students to:
~Make inferences [1]
~Cite specific textual evidence to support conclusions &
answers [1]
~Determine & analyze the theme of a text [2]
~Analyze the way ideas develop over the course of a text [3]
~Interpret words and phrases [4]
~Analyze connotative & figurative meanings of words [4]
~Analyze how word choice shapes a text [4]
~Analyze the structure of a text [5]
~Assess how point of view shapes a text [6]
~Analyze how two texts address same theme [9]
(Curran, 2013).
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The value of reading poetry
Similar Anchor Standards for listening and speaking could relate…

8. 
CCSS Appendix A (p. 23+) explicitly states
three foci of writing
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Arguments
Informational/Explanatory Writing
Narrative
What did we find?
Creative Writing beyond
Narrative ( p. 23)
The narrative category does
not include all of the possible
forms of creative writing,
such as many types of
poetry. The Standards leave
the inclusion & evaluation of
other such forms to teacher
discretion.

9. Text Types and Purposes
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CCSS.ELA-Literacy.CCRA.W.1 Write arguments to support claims in an analysis of
substantive topics or texts using valid reasoning and relevant and sufficient
evidence.
CCSS.ELA-Literacy.CCRA.W.2 Write informative/explanatory texts to examine and
convey complex ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
CCSS.ELA-Literacy.CCRA.W.3 Write narratives to develop real or imagined
experiences or events using effective technique, well-chosen details and wellstructured event sequences.
Production and Distribution of Writing
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CCSS.ELA-Literacy.CCRA.W.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience.
CCSS.ELA-Literacy.CCRA.W.5 Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-Literacy.CCRA.W.6 Use technology, including the Internet, to produce
and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
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CCSS.ELA-Literacy.CCRA.W.7 Conduct short as well as more sustained research
projects based on focused questions, demonstrating understanding of the subject
under investigation.
CCSS.ELA-Literacy.CCRA.W.8 Gather relevant information from multiple print and
digital sources, assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
CCSS.ELA-Literacy.CCRA.W.9 Draw evidence from literary or informational texts to
support analysis, reflection, and research.
Range of Writing
CCSS.ELA-Literacy.CCRA.W.10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting or a day
or two) for a range of tasks, purposes, and audiences.
Anchor Standards in Writing

10. 
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CCSS.ELA-Literacy.CCRA.W.4 Produce clear
and coherent writing in which the
development, organization, and style are
appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.W.5 Develop and
strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new
approach.
Creating spaces for poetry

11. When will we write poetry?

12. Writing Poetry as a
Group After A
Fieldtrip
{
Didn’t you take a field trip recently?
Mr. David Bailey - Third grade – Indialantic Elementary
Cantina Dos Amigos!

13. Unique as the students were
able to walk to the restaurant

14. CCSS: W.3.2
Write informative/explanatory
texts to examine a topic and convey
ideas and information clearly.

15. You have a picture in your head and I want
you to put that same picture in my head using
words. But sometimes when we are writing,
we don’t really tell the reader what it was like.
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1.
2.
3.
4.
5.
Using your 5
senses:
Looks like…
Smells like…
Tastes like…
Sounds like…
Feels like…

16. Procedures
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Think, Pair, Share
Get a partner and sit next to them. Decide who
will share first and who will share second.
Spend a minute thinking about the question.
When you hear the signal, take turns sharing
your answer and listening to your partner’s
answer.
When called on, share with the class.

18. A Field Trip to Cantina Dos Amigos (A sensory poem)
Getting There…strolled, didn’t take long, sprinted and smelled the ocean, nice
breeze, 75-80 degrees, fun getting there
The outside looked like….ugly, yellowish paint, chipped, like walking in a Mexican
city, old like buildings in Mexico, Spanish text told us it was a Mexican restaurant,
a tiny Mexican house that got hit by a tornado
The inside looked like…crowded, tight space, lots of décor – handcuffs, sombreros
on the wall, painted tiles, clay paintings and cool pictures, fancy…like a really nice,
pretty, organized French restaurant
The inside smelled like…Mexican food, delicious, tacos & corn chips, churros
The inside sounded like…people speaking Spanish, mariachi band playing
The inside felt like…cool, a winter breeze, refreshing after the heat outside
The food tasted like…crunchy scrumptiousness, crunchy taco meat – hot, just out
of the oven, stringy melted cheese, different from American food, melt in your
mouth, spicy – like a hot place in the desert, warm churros – sweet and crunchy,
chicken tenders that made my taste buds dance
The whole trip felt…fun, unique, Mexican, relaxing, exciting, delicious, unfamiliar,
amazing, Mexicano, life in paradise, legendary

19. CCSS: W.3.2
Write informative/explanatory
texts to examine a topic and convey
ideas and information clearly.

20. Senior Seminar Semester
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Required to plan and teach a multi-disciplinary unit –
Science and Reading
Topics ranged from Animal
Camouflage, Habitats, Plants, Frogs, Weather
Included a shared writing piece of poetry in the lesson
plan

21. Water Cycle & Weather
The rain is falling
The clouds are getting darker
The lightning strikes around
Haiku (5 syllables 7 syllables 5 syllables

22. Plants
A green thread winds up
Emerging from its shelter
To catch the sun’s kiss
Haiku (5 syllables 7 syllables 5 syllables)

23. Color Poem
Camouflage is…
…earth and leaves
…green and brown
…good for hunting
…hiding from prey so they don’t eat you
…a way to hide in the surroundings
…disguise
…saving your life
CCSS.ELA-Literacy.W.3.1 Write opinion pieces on topics or
texts, supporting a point of view with reasons.

24. 
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Egg, chick, chicken
Egg, tadpole, frog
Egg, hatchling, turtle
Egg, minnow, fish
Egg, larva, mosquito
Egg, caterpillar, chrysalis, butterfly
Three word poems….

25. Life Cycle of a Butterfly
Egg, leaf
Caterpillar
Chrysalis wound tightly
Butterfly seeks nectar for food
Repeat
Cinquain (5 lines, 2, 4, 6, 8, 2 syllables)

26. Using Poetry to Respond
to Reading

27. Nancy
Fancy, Posh
Iridescently, Extravagantly, Ecstactically
Not all girls are fancy
Dancing, Persuading, Painting
Exhausting, Busy
Olivia
Diamante: Character Traits

28. Where I Come From poems
George Ella Lyon

29. I come from the sea, as far east as I can go
I come from gray seals that swim offshore
I come from a plain yellow bonnet
I come from scallop, sea clam and conch shells that smell of salt
I come from rock cliffs that rise up at the edge of the sea
I come from missing Maine to be with you
So we practiced first…

30. I come from the beach.
I come from quick romance.
I come from collecting seashells.
I come from first night love.
I come from playing outside barefoot.
I come from visits to Disney.
I come from sunburns.
I come from endless fun.
I come from eating oranges.
I come from Florida.
I come from the love of my life.
I come from “Could that be right?”
I come from lost hope.
I come from answered prayers.
I come from special gifts.
I come from Mommy, Mommy, Mommy!

31. 
Formula poems authored by preservice
teachers reflecting on children’s literacy
learning
I used to…., but now….

32. I used to think children’s books were just for fun,
but now I know they do many things.
I used to think children’s books were similar,
but now I see how much they vary.
I used to know of just a few books,
but now I know a whole lot more.
I used to read them just for enjoyment,
but now I read them in the eyes of a future teacher.
Children’s literacy learning is enjoyable and important to me.
Children’s literacy

33. I used to read words on a page,
But now I read stories.
I used to think reading was simple
But now I understand it is complex.
I used to love reading
But now I love it even more.
I used to not understand how people learned to read
But now I am starting to understand it.
Children’s literacy learning is super important.
Children’s literacy…

34. I used to think it was all silly stories,
But now I find more meaning in books.
I used to not know much about it,
But now I am learning much more.
I used to think children’s books were just for kids
But now I can value for adults.
I used to think children’s literacy was easy to create,
But now I know that a lot more goes into it.
Children’s literacy learning is powerful and important.
Children’s literacy…

35. Preservice teachers grow in their
understanding of the act of poetry
and literacy.
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Participants come to a growing understanding
that literacy learning involves not only the
cognitive aspects, but the affective.
Preservice teachers come to view literacy as a
much more complex act.
Literacy learning is situated beyond the
boundaries of schooling.

36. Educaitonal
significance
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This study was timely, in that
educators are currently considering
the impact CCSS has on their
practice and the way in which
CCSS’s impact interfaces, or in
some cases contradicts, their
understandings of poetry within
literacy education.
More specifically, this study
provided a look at the ways in
which aesthetic approaches to
learning can mediate the CCSS in
relationship to the inclusion of
poetry in the classroom, and as a
means for expressing and
understanding or lives and our
educational practice.

37. {
Poetry is not
black and
white. It is
more like the
grey and
purple area
that connects
all the things
we live in.
Douglas Florian

38. REFERENCES and RESOURCES
Allyn, P. (2014). The journey to meaning: Comprehension and critique. New York, NY:
Pearson.
Barone, T., & Eisner, E. (1997). Arts based educational research. In R. M. Jaeger
(Ed.),
Complementary methods for research in education, 2nd edition. (pp. 73-94).
Washington, DC: American Educational Research Association.
Buckley, E. M. (2011). 360 degrees of text: Using poetry to teach close reading and powerful
writing. Urbana, IL: National Council of Teachers of English.
Burkins, J., & Yaris, K. (2012). Poetry and writing standards. Retrieved from:
http://www.burkinsandyaris.com/poetry-and-the-writing-standards
Calkins, L., Ehrenworth, M., & Lehman, C. (2012). Pathways to the Common Core:
Accelerating Achievement. Portsmouth, NH: Heinemann.
Curran, B. (2013). When poetry meets the Common Core. Education Week. Retrieved
from http://www.edweek.org/tm/articles/2012/01/14/tln_curran_poetry.html?
tkn=WYYFkVJg%2BD2hje2B6Dstm9lYBC3WnGTEn%2Fy2&cmp=ENL-TUNEWS1
Glassner, B. G., & Straus, A. L. (1967). The discovery of grounded theory. Chicago, IL:
Aldine.
Heard, G. (2013). Poetry lessons to meet CCSS: Exemplar poems with engaging
lessons and response activities that help students read, understand, and
appreciate poetry. New York, NY; Scholastic.

39. REFERENCES AND RESOURCES continued…
Janeczko, P. (2011). Reading poetry in the middle grades. Portsmouth, NH:
Heinemann.
Maykut, P., & Morehouse, R. (1994). Beginning qualitative research: A philosophic and
practical guide. London: Falmer Press.
National Governors Association Center for Best Practices (NGA Center) and
Council of Chief State School Officers (CCSSO) (2010). Common Core State
Standards for English language arts, and literacy in history/social studies, science,
and technical subjects. Washington, DC: NGA Center and CCSSO.
Willis, P. (2002). Poetry and poetics in phenomenological research. Indo-Pacific
Journal of Phenomenology, 3(1), 1-19.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
processes. Cambridge, MA: Harvard University Press.
Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press.