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Poetry Task Cards for Elementary Classrooms

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Barbara Evans
Champaign-IL
Overall User Rating: 4.0/4.0
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This set of 52 task cards is ideal for use in a poetry/literacy center. The skills range from simple identification of high frequency words to writing original poetry. Copy the cards on card stock, laminate, and use for years to come.

Some cards utilize dotted boxes, allowing you to choose the component on which you wish to have your students work. For example, card #13 asks your students to find all the words with a consonant blend; you choose which blend and write it in the box with a grease pencil or Vis-a-vis marker. Also included are 4 blank cards, allowing you to add content of your own choosing.

Various types of poetry are included in this unit. A perfect complement to this product is my PICK A PACK OF POETRY POSTERS. The full color posters explain 20 poetic types, providing a quick reference for students and teachers. Display the appropriate poster in your poetry center when challenging your students to write their own verse.

Barbara Evans
itsabouttimeteachers.blogspot.com
Grade Level(s):
Teaching Duration:
1 Year 
Answer Key:
N/A
# of Pages/Slides:
31
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Poetry Task Cards for Elementary Classrooms
Poetry Task Cards for Elementary Classrooms
Poetry Task Cards for Elementary Classrooms
Poetry Task Cards for Elementary Classrooms
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5971.81 KB | 31 Pages
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TEACHING EXPERIENCE

For more than 3 decades, I have taught everything from K to 5, G/T to Reading Recovery, and enrichment to Title I. It was my privilege to develop & co-author a district model for gifted/talented education for 2 districts and to develop & implement a system for mentoring young gifted children with experts in their areas of interest. As an education specialist at the U of IL, I developed differentiated curriculum and evaluation tools for gifted students and lectured graduate classes in G/T. Additionally, I have guest lectured at the local community college and IL State Univ. Reading Recovery training, while rigorous and demanding, has improved every aspect of my teaching. The training has made me a better observer and problem solver. The richness of my experiences allows me to be a versatile and expansive developer of curricula.

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