English Language Arts and Reading.1.9.B

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The student is expected to

discuss rhyme, rhythm, repetition, and alliteration in a variety of poems;

multiple genres TEKS talk image

Knowledge and Skills Statement

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

Observe students’ responses to see if they are able to accurately discuss each component of poetry. There are four different concepts to assess for this SE—rhyme, rhythm, alliteration, and repetition. When reading the story, a teacher can observe students’ understanding by asking questions.

Examples:

  • Rhyming words: Ask students to raise their hands when they hear rhyming words in the poem. When they raise their hands, ask them to turn and talk to a partner about the rhyming words they heard.
  • Rhythm: Ask students to identify the rhythm in nursery rhymes or poems by asking them to clap along with the piece as it is read it aloud.
  • Alliteration: Read a poem together as a class and ask students to listen closely to the words in the poem. Ask them, “What do you notice about a lot of the words in this poem?” Students might respond by stating, “There are a lot of words in the poem with the same beginning letter.” Then, ask students to circle all the words with the repeated beginning sound to ensure they can see and hear the words.
  • Repetition: Read a poem that has repetition in it (either words, phrases or sentences). Ask students, “What do you notice about this poem?” Students will respond by stating, “The poem has repeated ______ in it.” The teacher can then ask, “Why do you think the author chose to do this? How does it make the poem better?” Students may say, “The author repeated the word or phrase to make it stand out more because it is really important to the feeling or meaning of the poem.”
the repetition of the same consonant sounds at the beginning of two or more adjacent words or stressed syllables (e.g., “Peter Piper picked a peck of pickled peppers.”)
literary works often focused on the expression of feelings and ideas through the use of a distinctive style that may be rhythmic and have elements including meter, rhyme, and stanzas
Repetition is a literary device that repeats the same word or phrase in order to emphasize an idea, detail, or point and may contribute to an author’s style and tone.
identical or very similar recurring sounds in verse
Rhythm is a metrical (or metered) pattern of accented and unaccented syllables in poetry. It is a literary device used in poetry that demonstrates long and short patterns through stressed and unstressed form.