RL.2.4

Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

 


VOCABULARY
  • Songs
  • rhythm
  • supply
  • regular beats

  • stories
  • words
  • describe
  • alliteration
  • poems

  • phrase
  • meaning
  • rhymes
  • repeated lines
  • repetition

UNDERSTANDING THE STANDARD
what's this 
  • Students who can describe how words and phrases supply rhythm and meaning in a story, poem or song have learned terms such as alliteration, rhyme, rhythm, paragraph, stanza, phrases, repeating/repetition, and beats.
  • Students who describe how words and phrases supply meaning in stories, poems, or song, can explain how new words or phrases substituted for the original words or phrases change the meaning of the story or the poem or the song. These students are also able to modify the meanings of words by using a variety of different adjectives.
  • Students who understand how words and phrases supply rhythm and meaning in a story, poem, or song, when give a word or phrase, can tap into prior experience and knowledge to explain what emotion or idea the word or phrase evokes.
  • Students who understand how words and phrases supply rhythm and meaning in a poem, or song can analyze a poem or a song and compare two poems or songs, identifying examples of alliteration, rhyme, repetition, and rhythm.
  • Students who understand rhyme can supply the final words in phrases so that they rhyme and they can brainstorm other words that rhyme with the final word supplied.
  • Students who understand how words and phrases “work” in stories, poems, or songs can put phrases from familiar and simple unfamiliar poems and songs in an order that rhymes and makes sense.
  • Students who understand how words and phrases supply rhythm and meaning in a poem, or song can work together to develop a piece of poetry, a song, or a simple story that relates to artwork viewed or a selection of music heard.
  • Students who understand how words and phrases supply rhythm and meaning to stories, poems, and songs actively participate in choral reading and shared reading and do so with fluency.
  • Students who can describe how words and phrases supply rhythm can determine the number of sounds in a phrase (by clapping or counting) and match that phrase to one with the same number of beats.
  • Being able to describe how words and phrases supply rhythm and meaning supports the ability of more mature readers to make meaning of a wide range of authentic text and literature at increasingly higher levels of complexity.
  • Being able to describe how words and phrases supply meaning provides relevancy, taps into background knowledge, and helps all learners interact with, and make meaning of, text.
  • Understanding how words and phrases can supply rhythm can be linked to musical understanding, mathematical counting, and gross motor/dance activities.
  • Understanding how words and phrases can supply meaning supports the reader’s ability to describe the author’s tone, word choice, and purpose for writing and to utilize the same skills in their own writing.


QUESTIONS TO FOCUS INSTRUCTION what's this 

  • What strategies can be used to help children recognize and describe characteristics of words and
    phrases (e.g., regular beats, alliteration, rhymes, and repeated lines) in stories, poems, and songs?
  • How does oral language and vocabulary development support the reading and understanding of stories, poems, and songs?
  • What academic vocabulary must be taught in support of this standard?
  • In what ways does the ability to describe how words and phrases supply rhythm and meaning help readers comprehend and analyze a story, poem, or song?
  • How does mastery of phonological awareness and phonics support the ability to understand alliteration, rhythm, and rhyme?

LEARNING PROGRESSION
Go to RL.1.4 to see skills mastered prior to this.
Go to RL.3.4 to see the progression of related skills.