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poetry writing year 2

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poetry writing year 2

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poetry year 2

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Poetry Writing Unit -Year 1 & 2- Aligned with Australian Curriuclum

Poetry Writing Unit -Year 1 & 2- Aligned with Australian Curriuclum

Mrs Amy123

Decodable Phonics Poems for Grades K-2

Susan Jones

Interactive Poetry Notebook Bundle {48 Weeks of K-2 Poems & Activities}

Erin Waters

AP English Literature Poetry Bellringers for a Full Year

Lit and More

Also included in:  AP English Literature Full Course Year Long Bundle

Poetry for Shared Reading - End of Year and More Poems for May Set 2

Poetry for Shared Reading - End of Year and More Poems for May Set 2

Deedee Wills

Also included in:  37 Poems for Shared Reading Bundle - Poetry Set 2

Writers Workshop 2nd Grade Unit EIGHT Poetry Writing

Writers Workshop 2nd Grade Unit EIGHT Poetry Writing

Deanna Jump

Also included in:  Writers Workshop: 2nd Grade Yearlong BUNDLE

Year 2 Writing Bump It Up Wall Bundle

Year 2 Writing Bump It Up Wall Bundle

Teachie Tings

Nursery Rhymes Poetry Center (BUNDLE) - 22 poems

Christina Winter - Mrs Winter's Bliss

Poetry Writing Unit

Not So Wimpy Teacher

ABC Poetry Bundle (Set 1 and Set 2)

Jodi Southard

Sensory Poem with Food Similes | End of Year Poetry Bulletin Board | Simile Poem

Caitlin Roselli - Teaching on Cloud 9

Also included in:  Poetry Writing Memory Book and Sensory Poems with Similes

Sight Word Poems | Poems for a year  K-2 BUNDLED| Seasonal poems

Sight Word Poems | Poems for a year K-2 BUNDLED| Seasonal poems

victoria moore

5th Grade Poetry Unit | Unit 6 | 2 Weeks of CCSS Aligned Lesson Plans

Kelly Anne - Apple Slices LLC

Also included in:  5th Grade Writing Unit Bundle | An Entire Year of Writing Curriculum

6th Grade Poetry Unit | Unit 6 | 2 Weeks of CCSS Aligned Lesson Plans

6th Grade Poetry Unit | Unit 6 | 2 Weeks of CCSS Aligned Lesson Plans

Also included in:  6th Grade Writing Unit Bundle + Curriculum | An Entire Year of Writing

SOL Poetry Practice Worksheets 2 (SOL 5.4 and 5.5) Print and Digital

SOL Poetry Practice Worksheets 2 (SOL 5.4 and 5.5) Print and Digital

Alyssa Teaches

Poem of the Week: YEAR LONG BUNDLE Poetry Power!

2 SMART Chicks

Poetry Fun for Year 2

Read for Success

Also included in:  Poetry Fun for K-2 Bundle

The Ultimate Big Book of Poems: Poetry for the Entire Year!

The Ultimate Big Book of Poems: Poetry for the Entire Year!

A Year's Worth of Reading Passages - 36 Passages

A Year's Worth of Reading Passages - 36 Passages

A Love For Reading

Poetry Word Wall Vocabulary Posters

Rose Kasper's Resources

Also included in:  Reading Posters and Writing Posters Bundle

Reading Escape Room #2

Reading Escape Room #2

Texas Teaching Fanatic


Dawn Vogelfang

Poetry Writing

A Classroom for All Seasons

Elements of Poetry: Graphic Organizer

Carrie Lutz - Classroom Callouts

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poetry writing year 2

Poetry Writing Lessons for Kids

Poetry Writing Lessons for Kids

There are many different ways to write poems as well as lots of techniques you can learn to help you improve your writing skill. Here are many of the poetry writing lessons for children that I have created to help you become a better poet, including how to write funny poetry, poetic rhythm, poetic forms and other styles of verse, as well as lesson plans for teachers and video lessons.

How to Write Funny Poetry

Rhythm in Poetry

Poetic Forms

A poetic “form” is a set of rules for writing a certain type of poem. These rules can include the number of lines or syllables the poem should have, the placement of rhymes, and so on. Here are lessons for writing several common poetic forms.

Other Poetic Styles

There are many different styles of poems. These are not “poetic forms” because they don’t usually have firm rules about length, syllable counts, etc., but they are common enough that many well-known children’s poets have written poems like these.

Reciting Poetry

Other Poetry Writing Lessons

Poetry Lesson Plans for Teachers

Video Poetry Lessons

Poetry Dictionaries and Rhyming Words Lists

When reading these lessons, you may come across some unfamiliar words. If you see a poetic term and don’t know what it means, you can always look it up in the Poetic Terms Dictionary. Poetry4kids also has a rhyming dictionary and a list of rhyming words you can use to help you write poems.

Rhyming Dictionary for Kids

Other Useful Poetry-Writing Lessons

There are loads of websites on the Internet that offer helpful lessons for children on how to write poems. Here are a few you may find useful:

Get Poems by Email

Type any word here to find all the words that rhyme with it

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poetry writing year 2

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GiggleVerse - The Funniest Kids' Poems in the Universe

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How to Teach Poetry in K-2: Simple and Effective Ways

Weekly Poems and Activities for Kids in K-2

Wondering how to teach poetry to kids in your K-2 classroom? Use these simple and effective ideas to make your lessons fun for students!

How to Teach Poetry in K-2: Simple and Effective Ways

Make Teaching Poetry Fun in K-2

No literacy program is complete without teaching poetry. For some people, that might be a fun part of your curriculum already. For others, that might be something you avoid or downplay as unimportant. But the power that poetry has to teach important skills in the classroom should not be overlooked.

There are many reasons to include poetry in your literacy curriculum :

poetry writing year 2

It’s clear that using poetry in the classroom is beneficial. But where do we start? How do we integrate poetry into our language arts classroom?

The benefits of teaching poetry should motivate us to look for ways to let it enrich our teaching. Below are helpful suggestions for how you can begin using poetry in your literacy instruction today!

When to Teach Poetry

Poems can fit into EVERY DAY. They can be used to teach so many different skills: vocabulary, comprehension, spelling, rhyming, rhythm, even science or social studies, depending on the subject of the poem.

A fun way to get poetry into your daily routine is to start a Poem of the Week routine. Begin the week with a poem that fits with the season or a theme you are studying. It is good to post the poem somewhere in the classroom. I like to have it on sentence strips, in a pocket chart. Each morning read it aloud together as a class.

How to Teach Poetry in K-2: Simple and Effective Ways

How to Teach Poetry

There are many activities that lend themselves to a weekly poem. The ideas are limitless, but below are some to get you started. As with most skills, a combination of independent work and group work is most effective.

Independently or in literacy centers, students can:

How to Teach Poetry in K-2: Simple and Effective Ways

In small groups, students can:

How to Teach Poetry in K-2: Simple and Effective Ways

As a whole class, students can:

Wrap it up:

At the end of the week, review the poem and any vocabulary words or concepts that emerged from that poem. Have students share with the class a poem they have written or hang up kids’ illustrations of the poems.

What Poems and Activities to Use

Weekly Poems and Activities for Kids in K-2

Are you feeling inspired to share the world of poetry with your students? Do you see how this concept can strengthen and enrich your literacy curriculum?

Once poetry is a daily part of your instruction and routine, you’ll find deep enjoyment from it! Using the tools and ideas above, what can you do in your classroom TODAY to get started?

FREE Resources for Teaching Poetry

Support your students to read and write poetry all week long with engaging poems and activities!

Grab a FREE Poem of the Week resource that includes 2 original poems and 1 nursery rhyme to add to your collection of poems.

Click the image below to download a free sample of poems and activities.

Click here to subscribe

FREE Social-Emotional Learning Poem & Activities

This FREE empathy poetry pack includes an original poem and engaging activities. The poem and activities will help you teach the concept of empathy and build important reading skills at the same time.

Click the image below to get the resource.

Click here to subscribe

FREE “I’m a Little Student” Poem & Activity Mats

This FREE Poetry Mat sample pack includes an original poem and engaging activities. The poem and activities is great for back to school!

Click here to subscribe

Find more free poetry activities and other helpful poetry links HERE .

poetry writing year 2

More Poetry Ideas for Teachers

poetry books for kids

Poetry Books

poetry websites for kids

Poetry Websites for Kids

Why is poetry important

Why Is Poetry Important?

PIN for Later

How to Teach Poetry in K-2: Simple and Effective Ways

FREE Poetry Email Series

Sign up for the poetry email series filled with tips to get you started, strategies for success, and tons of FREE poems and poetry writing tutorials you can access right away. Everything you need to have fun and build reading skills with poetry!

Success! Now check your email to confirm your subscription. Stay tuned for the poetry email series coming your way soon! -Elyse

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poetry writing year 2

English Year 2 Summer Poems on a Theme

Happy poems.

Using McGough's Happy Poems , children read and write poems about pets, treasures and magic pebbles. Grammar includes apostrophes and features of written standard English.

Start with the core unit to introduce key texts. Then select from comprehension, SPAG and composition units.

Unit 1 Core: Read, enjoy and explore features of poems (suggested as 4 days)

Planning and activities.


Group Readers

Animal Upsets

Children will enjoy reading about the naughty things animals get up to (often without meaning to!). With its simple rhyming pattern this is great text to use when studying poetry and rhyme.

You Will Need

Essential Texts Happy Poems chosen by Roger McGough

Poems (All in resources) Tell it to the Dog by Joshua Seigal Wonderful Worms by Celia Warren Beetroot by Chrissie Gittins A Smile by Jez Alborough The Laughter Forecast by Sue Cowling The Magic Pebble by Roger McGough First Morning by John Agard Additional poem (see resources)

Group Reader Animal Upsets

Other Beetroot (uncooked) to show on Day 2 Pebbles – one per child – for Days 3 and 4

Unit 2 SPAG: Understand and use apostrophes for contractions and possession (singular) (suggested as 3 days)


SPaG: Grammar and Punctuation


Poems (All in resources) Apostrophes by Roger McGough In the Tree's Defence by A. F. Harrold Three Good Things by Jan Dean Additional Poems (see resources)

Presentations SPaG PowerPoint: Apostrophes

Unit 3 Comprehension: Reading and responding to poems and recognising features of poetry (suggested as 4 days)


There is no spelling and grammar presentation for this unit.

Poems (All in resources) Today I Read a Bus Stop by Kathy Henderson Just a Book by Joshua Seigal This Poem by Elma Mitchell Dictionary Bird by Margaret Mahy The Teacher's Gift by Steve Turner Additional poems (see resources)

Unit 4 SPAG: Understand and use some features of standard English (suggested as 3 days)


Poems (All in resources) Don't by Barrie Wade The Feeling of Having a Good Day by Joanna Limburg May You Always by Paul Cookson Yes by Adrian Mitchell Snakestranger by Anon

Unit 5 Composition: Writing a list poems about treasures and special feelings (suggested as 4 days)


Poems (All in resources) Three Good Things by Jan Dean A Feather from an Angel by Brian Moses The Cupboard by Walter de la Mare

Code-Breakers is a synthetic phonics programme that teaches phoneme-to-grapheme correspondences (PGCs) in a systematic, child-friendly fashion.

Many Hamilton units come with interactive Grammar Presentations integrated into the overall teaching and textual context. Alternatively, these presentations can be used as stand-alone whiteboard sessions. Try your year group below.

Group Readers are charmingly illustrated short books written to facilitate reading and comprehension progression from Reception right through to Year 6.

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Achieving QTS

Student resources, year 2 – developing reading comprehension through poetry.

Learning objective for the lesson

Lesson opener

Choose a number of short poems to share with children as a whole class. Visual clips accessed from websites such as www.bbc.co.uk/education and www.michaelrosen.co.uk can also be used to add variety and allow children to experience poems read by others. Ask the children how the poem makes them feel.


Encourage children to articulate their feelings using questions such as:

                        Which part made you feel sad/happy/confused/surprised?

                        Why do you feel … ?

                        How did you decide?

                        Tell me more about …

Use talk partners to ensure that all children are engaged in paired talk and have the opportunity to express their views, using adult support where necessary to elicit responses and explore answers in further detail.

Main lesson


It is important that every child has the opportunity to talk about the poem with a teacher or a classmate during the course of this lesson.

Ask the children to listen to the poem read by you or pre-recorded in order to gain a ‘feel’ for the poem. Both ‘The Moon’ by Robert Louis Stevenson and ‘What is Pink?’ by Christina Rossetti work well for this activity, but you may have alternative classic poems that you prefer to share with your class. Allow the children to listen to the poem for a second time and ask them to return to their tables and draw the images that come into their minds. Circulate during this activity, asking individual children for further clarification as to why they have included certain images.

Gather the children back to the carpet as a group and play or read the poem again. On this occasion read one line at a time and , using a variety of objects to represent each line , ask children to choose relevant objects to illustrate each line of the poem. For example, the following lines of the poem:

The moon has a face like the clock in the hall; She shines on thieves on the garden wall, On streets and fields and harbour quays, And birdies asleep in the forks of the trees. The squalling cat and the squeaking mouse, The howling dog by the door of the house,

could be represented by a clock, a bag of gold coins, a number of toy boats, a small branch, a toy cat and a toy dog . Continue doing this for each line until you have a visual representation of the entire poem. This can be laid out on the floor or displayed on a table. The children will now have a visual reminder of the whole poem to which they can refer.

This lesson is focused upon opening up a dialogue for discussion and introducing children to new vocabulary , so it is important that words and phrases within the poem are explored. Provide a copy of the poem and five 10 pence coins between four children and explain that they have to choose five words and phrases that they particularly like or would like to explore further. However, each one of these words or phrases will cost them 10 pence, so they have to purchase wisely and there has to be a consensus of opinion.

Allow time for them to read the poem together , ensuring that those children who may not be able to decode the words in the poem have adult support or are able to listen a gain to the poem on a recording device. These words and phrases can be highlighted or remembered in order to share with others during the course of the lesson.

Prompt individuals with questions such as:

                        What did you like about this phrase?

                        How did it make you feel?

                        Tell me what you think this word means?

                        Where have you heard this word before?

                        Why do you think the poet uses this word and not this word?

                        Would you change any words? Why?

                        Is there a word that you would like to know more about?

                        Are there any words and phrases that you find difficult to understand? 

Employ hot seating during the plenary as a means to assess individual understanding. In pairs, one child becomes the interviewer, the other acts in role as the poet. The interviewer asks the poet why he or she chose to write a particular phrase and the other child has to answer in role, as though being interviewed for a TV programme or for a magazine article. These exchanges could be recorded so that answers may be analysed or used for assessment purposes. Refer to the learning objectives for this particular lesson and listen carefully to children’s responses in order to inform next steps. 

Assessment (measuring achievement)

Assessment for learning

The children need to be familiar with listening to poems and have experience of talking about them in small groups . Some children may find it difficult to articulate their views about a text; therefore, you may need to consider appropriate groupings.

During the main body of the lesson, use answers to your key questions to inform your assessment for learning and provide an appropriate level of challenge based on their comments. Remember that challenge is appropriate for all children regardless of ability and if they do not have to think carefully before justifying an opinion, it may be because they are not receiving adequate challenge within the lesson.

Assessment at the point of learning

Use sticky notes to record children’s responses to some of your questions . Do they have an understanding of the meanings of various words and phrases? Can they use them in a different context? Why do they think the poet chose particular words? How does it improve the overall mood of the poem? If children are answering these questions, they are demonstrating good levels of comprehension by interpreting the poems and identifying the writer’s viewpoint.

Assessment of learning

Make summative assessments of children following this lesson. The information that you have both written and recorded can be used to support your judgement and provide evidence to demonstrate reading comprehension skills. You do not want to hoard unmanageable quantities of transcripts or endless sticky notes, therefore you will need to make a judgement based upon the criteria outlined in your school’s assessment policy. Some evidence may be useful in supporting this.

Remember that this lesson comprises one lesson within a series of lessons which may all contribute to forming an overall picture of where an individual child may lie in terms of assessment. Be alert to incidental evidence that may be demonstrated across the curriculum which supports children’s ability to comment upon writers’ viewpoints. 

The meaning constructed from poems is dependent upon prior knowledge. This may explain why sometimes, children’s responses to a text may seem irrelevant or unrelated. Questioning children’s responses at this stage is one way in which you can gain an understanding of why a child may perceive the text in a particular way and will allow you to explore misconceptions. In the poem used for the lesson outlined above, if children are not familiar with harbours and quays , they are unlikely to be able to make sense of the significance of the line within the poem. This has implications for exploring prior knowledge. In a similar way, if a child is unfamiliar with a bat’s sleeping habits, the idea that it resides in a bed may be taken literally! How do you find out what knowledge children have? 

For more lesson inspiration and for the theory behind how to develop good lessons, see the   Lessons in Teaching Series.


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Poetry Writing Unit -Year 1 & 2- Aligned with Australian Curriuclum

Poetry Writing Unit -Year 1 & 2- Aligned with Australian Curriuclum

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