PDF Zotero Mendeley EndNote BibTex Cite

-

Year 2013, Volume 10, Issue 1, 49 - 96, 13.05.2013

Abstract

This paper argues that poetry has a crucial role in learning reading and writing. Poetry allows higher order thinking, feelings, senses, creativity, language, words, style, music and rhythm to work in conjunction as children are involved in the process of reading and writing. Although poetry is very effective, little attention is given to it within the curriculum. Nevertheless, this genre “offers many benefits and should be part of every teacher’s daily repertoire” (Roe and Ross, 2006:40). This paper suggests various instructional practices of poetry writing for teachers who would like to see their students discover the power of language, and cultivate their emotions and thoughts. Example activities and students’ work provide models for utilizing poetry in the classroom.

References

  • Aksan, D. (1999). Şiir dili ve Türk şiir dili. (4. Basım). Ankara: Engin Yayınevi.
  • Akyol, H. (2006). Yeni programa uygun Türkçe öğretim yöntemleri. Ankara: Kök Yayıncılık.
  • Anderson, R. C. (1994). Role of the reader’s schema in comprehension, learning and memory. In R. B. Rudell et al. (Eds.), Theoretical models and processes of reading, (469-482). Newark: DE: International Reading Association.
  • Borgia, L., Horack, D. & Owles, C. (2006). Poetry is a multifaceted tool. Illinois Reading Council Journal, 34 (2), 56-60.
  • Cambourne, B. (1987). Language, learning and literacy. In A. Butler & J. Turbill (Eds.), Towards a reading writing classroom (5-10). Portsmouth, NE: Heinemann. Cambourne, B. (2000/2001). Conditions for literacy learning. The Reading Teacher. 54 (4), 414-417.
  • Carty, M. (2005). Exploring writing in the content areas: Teaching and supporting learners in any subject. Ontario, Canada: Pembroke Publishers Limited.
  • Cecil, N. L. (1994). For the love of language. Poetry for every learner. Winnipeg, MB: Peguis.
  • Cooper, J. David & Kiger, Nancy, D., Robinson, M. D., and Slansky, J. A. (2012). Literacy: Helping children construct meaning. (8 th edition). NY: Houghton Mifflin Co.
  • Cornett, C. (2007). Creating meaning through literature and the arts: Arts integration for classroom teachers (3 rd edition). Boston, MA: Pearson.
  • Cullinan, E. B., Scala, M. C. & Schroder, V. C. (1995). Three voices. York, MA: Stenhouse Publishers.
  • Denman, G. (1988). When you have made it your own...Teaching poetry to young people. Portsmouth, NH: Heinemann.
  • Dias, P. X. (1992). Literary reading and classroom constraints: Aligning practice with theory. In J. A. Langer (Ed.), Literature instruction: A focus on student response, ( 131-162). Urbana, IL: National Council of Teachers of English.
  • Durham, J. (1997). On time and poetry. The Reading Teacher. 51, 76-79.
  • Fletcher. R. (1993). What a writer needs. Portsmouth, NE: Heinemann.
  • Fountas, I. C. & Pinnell, G. S. (2001). Guiding readers and writers. Portsmouth, NE: Heinemann.
  • Frye, E. M., Trathen, W. & Schlagal, B. (2010). Extending acrostic poetry into content learning: A scaffolding framework. The Reading Teacher, 63 (7), 591-595.
  • Galda, L., Cullinan, B. E. & Sipe, L. R. (2010). Literature and the child. Belmont, CA: Wadsworth Cengage Learning.
  • Güleryüz, H. (2002). Yaratıcı çocuk edebiyatı. Ankara: Pegem A Yayıncılık.
  • Hayes, J. R. (2004). A new framework for understanding cognition and affect in writing. In R. B. Ruddell and N. J. Unrau (Eds.), Theoretical models and processes of reading, (1399-1430). Newark, DE: International Reading Association.
  • Heard, G. (1989). For the good of the earth and sun: Teaching poetry. Portsmouth, NH: Heinnemann.
  • Johnson, D. (2009). The joy of children’s literature. Boston, MA: Houghton Mifflin Harcourt Publishing Company.
  • Katz, S. A. & Thomas, J. A. (2004). The word in play. 2 nd Edition. Baltimore, ME: Paul H. Brookes Publishing Co.
  • Kiefer, B. Z. (2010). Charlotte Huck’s children’s literature. (10 th edition). Boston, MA: Mc Graw Hill Higher Education.
  • Kovalcik, B. & Certo, J. L. (2007). The poetry cafe is open! Teaching literary devices of sound in poetry writing. The Reading Teacher, 61 (1), 89-93.
  • Kucan, L. (2007). “I” poems: invitations for students to deepen literary understanding. The Reading Teacher, 60 (6), 518-525.
  • Lenz, L. (1992). Crossroads of literacy and orality: Reading poetry aloud. Language Arts, 69, 597-603.
  • Linaberger, M. (2005). Poetry top 10: A foolproof formula for teaching poetry. The Reading Teacher, 58 (4), 366-372.
  • Lockward, D. (1994). Poets on teaching poetry. The English Journal. 83 (5), 65-70.
  • Lynch-Brown, C., Tomlinson, C. M. & Short, K. G. (2011). Essential of children’s literature. (7 th Edition). Boston, MA: Pearson.
  • McClure, A. (1990). Sunrises and songs: Reading and writing poetry in an elementary classroom. Portsmouth, NE: Heinemann.
  • Miller, D. (2008). Teaching with Intention. Boston, MA: Stenhouse Publisher.
  • Nettles, H. D. (2006). Comprehensive literacy instruction in today’s classrooms: The whole, the parts, and the heart. Boston, MA: Pearson.
  • Norton, D. E. (2011). Through the eyes of a child. Boston, MA: Pearson.
  • Oğuzkan, A. F. (2001). Çocuk Edebiyatı. (7. Baskı). Ankara: Anı Yayıncılık.
  • Perfect, K. A. (1999). Rhyme and Reason: Poetry for the heart and head. The Reading Teacher, 52 (7), 728-737.
  • Ray, K. W. & Laminack, L. L. (2001). The writing workshop. Urbana, IL: National Council of Teachers of English.
  • Roe, D. B. & Ross, E. P. (2006). Integrating language arts through literature and thematic units. Boston, MA: Pearson.
  • Rogers, W. C. (1985). Teaching for poetic thought. The Reading Teacher, 39, 296-300. Rosenblatt, L. M. (1978). The reader, the text and the poem. The transactional theory of the literary work. Carbondale, IL: Southern Illinois University Press.
  • Rosenblatt, L. M. (1980). What facts does this poem teach you? Language Arts, 57(4), 386-39
  • Rosenblatt, L. M. (2004). Transactional theory of reading and writing. In R. B. Ruddell and N. J. Unrau (Eds.), Theoretical models and processes of reading, (1363-1398). Newark, DE: International Reading Association.
  • Routman, R. (2001). Everyone succeeds with poetry writing. Instructor, 111 (1), 26Routman, R. (2005). Writing Essentials. Portsmouth, NH: Heinemann.
  • Ruddell, R. B. & Unrau, N. J. (2004). Reading as a meaning-construction process: The reader, the text and the teacher. In R. B. Ruddell and N. J. Unrau (Eds.), Theoretical models and processes of reading (1462-1521), Newark, DE: International Reading Association.
  • Russell, D. L. (2009). Children’s literature. (6 th edition). Boston, MA: Pearson.
  • Sekeres, D. C. & Gregg, M. (2007). Poetry in third grade: Getting started. The Reading Teacher, 65 (5), 466-475.
  • Shapiro, S. (1985). An analysis of poetry teaching procedures in sixth grade. Reading Research Quarterly, 20, 368-381.
  • Simon, L. (2005). Write as an expert: Explicit teaching of genres. Portsmouth, NE: Heinemann.
  • Szabo, S. (2008). Patterned poetry writing helps preservice teachers summarize content learning. The Delta Kappa Gamma Bulletin, 25 (1), 23-26.
  • Temple, C., Ogle, D., Crawford, A. & Freppon, P. (2005). All children read. Boston, MA: Pearson.
  • Temple, C., Martinez, M & Yokota, J. (2011). Children’s books in children’s hands. (4 th Edition). Boston, MA: Pearson.
  • Tompkins, G. E. (2011). Literacy in the early grades. (3 rd edition). Boston, MA: Pearson.
  • Tompkins, G. E. (2006). Literacy for the 21st Century (4 th edition). Columbus, OH: Merrill Prentice Hall.
  • Türk Dil Kurumu, http://tdkterim.gov.tr/bts/ Şirin, M. R. (2000). 99 Soruda Çocuk Edebiyatı. İstanbul: Çocuk Vakfı Yayınları
  • Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
  • Wiseman, A. (2011). Powerful students, powerful words: Writing and learning in a poetry workshop. Literacy, 45 (2), 70-77.
  • Yolen, J. (2003). Take joy. Waukesha, WI: Kalmbach Publishing.

Okuma-Yazma Öğretiminde Şiir

Year 2013, Volume 10, Issue 1, 49 - 96, 13.05.2013

Abstract

Bu makale şiirin okuma ve yazma öğrenimindeki yerini ve önemini ele alır. Şiir, dili, düşünceyi, eleştirel düşünmeyi, yaratıcılığı, duyuları, duyguları, müzik ve ritmi aynı anda etkili bir şekilde bir araya getirdiği için yazma öğretiminin başarısındaki rolü çok büyüktür. En etkili yazın türü olmasına rağmen şiire eğitim-öğretim programlarında yeterince yer verilmez. “Oysa şiir her öğretmenin günlük öğretim repertuarında olması gereken yararlı alanlardan biridir” (Roe ve Ross, 2006: 40). Bu makale, öğrencilerine dilin sihirli gücünü keşfetme fırsatı vermek ve duygu ve düşüncelerini işleme olanağı sunmak isteyen öğretmenlere çeşitli uygulama önerilerinde bulunur. Uygulama etkinlikleri, atölye çalışmaları ve öğrencilerin şiir örnekleri sınıf içi etkinliklerde şiirden yararlanma konusunda model teşkil edecektir.

 

Anahtar Sözcükler: Okuma-yazma Öğretimi, Şiir, Şiir Yazma

References

  • Aksan, D. (1999). Şiir dili ve Türk şiir dili. (4. Basım). Ankara: Engin Yayınevi.
  • Akyol, H. (2006). Yeni programa uygun Türkçe öğretim yöntemleri. Ankara: Kök Yayıncılık.
  • Anderson, R. C. (1994). Role of the reader’s schema in comprehension, learning and memory. In R. B. Rudell et al. (Eds.), Theoretical models and processes of reading, (469-482). Newark: DE: International Reading Association.
  • Borgia, L., Horack, D. & Owles, C. (2006). Poetry is a multifaceted tool. Illinois Reading Council Journal, 34 (2), 56-60.
  • Cambourne, B. (1987). Language, learning and literacy. In A. Butler & J. Turbill (Eds.), Towards a reading writing classroom (5-10). Portsmouth, NE: Heinemann. Cambourne, B. (2000/2001). Conditions for literacy learning. The Reading Teacher. 54 (4), 414-417.
  • Carty, M. (2005). Exploring writing in the content areas: Teaching and supporting learners in any subject. Ontario, Canada: Pembroke Publishers Limited.
  • Cecil, N. L. (1994). For the love of language. Poetry for every learner. Winnipeg, MB: Peguis.
  • Cooper, J. David & Kiger, Nancy, D., Robinson, M. D., and Slansky, J. A. (2012). Literacy: Helping children construct meaning. (8 th edition). NY: Houghton Mifflin Co.
  • Cornett, C. (2007). Creating meaning through literature and the arts: Arts integration for classroom teachers (3 rd edition). Boston, MA: Pearson.
  • Cullinan, E. B., Scala, M. C. & Schroder, V. C. (1995). Three voices. York, MA: Stenhouse Publishers.
  • Denman, G. (1988). When you have made it your own...Teaching poetry to young people. Portsmouth, NH: Heinemann.
  • Dias, P. X. (1992). Literary reading and classroom constraints: Aligning practice with theory. In J. A. Langer (Ed.), Literature instruction: A focus on student response, ( 131-162). Urbana, IL: National Council of Teachers of English.
  • Durham, J. (1997). On time and poetry. The Reading Teacher. 51, 76-79.
  • Fletcher. R. (1993). What a writer needs. Portsmouth, NE: Heinemann.
  • Fountas, I. C. & Pinnell, G. S. (2001). Guiding readers and writers. Portsmouth, NE: Heinemann.
  • Frye, E. M., Trathen, W. & Schlagal, B. (2010). Extending acrostic poetry into content learning: A scaffolding framework. The Reading Teacher, 63 (7), 591-595.
  • Galda, L., Cullinan, B. E. & Sipe, L. R. (2010). Literature and the child. Belmont, CA: Wadsworth Cengage Learning.
  • Güleryüz, H. (2002). Yaratıcı çocuk edebiyatı. Ankara: Pegem A Yayıncılık.
  • Hayes, J. R. (2004). A new framework for understanding cognition and affect in writing. In R. B. Ruddell and N. J. Unrau (Eds.), Theoretical models and processes of reading, (1399-1430). Newark, DE: International Reading Association.
  • Heard, G. (1989). For the good of the earth and sun: Teaching poetry. Portsmouth, NH: Heinnemann.
  • Johnson, D. (2009). The joy of children’s literature. Boston, MA: Houghton Mifflin Harcourt Publishing Company.
  • Katz, S. A. & Thomas, J. A. (2004). The word in play. 2 nd Edition. Baltimore, ME: Paul H. Brookes Publishing Co.
  • Kiefer, B. Z. (2010). Charlotte Huck’s children’s literature. (10 th edition). Boston, MA: Mc Graw Hill Higher Education.
  • Kovalcik, B. & Certo, J. L. (2007). The poetry cafe is open! Teaching literary devices of sound in poetry writing. The Reading Teacher, 61 (1), 89-93.
  • Kucan, L. (2007). “I” poems: invitations for students to deepen literary understanding. The Reading Teacher, 60 (6), 518-525.
  • Lenz, L. (1992). Crossroads of literacy and orality: Reading poetry aloud. Language Arts, 69, 597-603.
  • Linaberger, M. (2005). Poetry top 10: A foolproof formula for teaching poetry. The Reading Teacher, 58 (4), 366-372.
  • Lockward, D. (1994). Poets on teaching poetry. The English Journal. 83 (5), 65-70.
  • Lynch-Brown, C., Tomlinson, C. M. & Short, K. G. (2011). Essential of children’s literature. (7 th Edition). Boston, MA: Pearson.
  • McClure, A. (1990). Sunrises and songs: Reading and writing poetry in an elementary classroom. Portsmouth, NE: Heinemann.
  • Miller, D. (2008). Teaching with Intention. Boston, MA: Stenhouse Publisher.
  • Nettles, H. D. (2006). Comprehensive literacy instruction in today’s classrooms: The whole, the parts, and the heart. Boston, MA: Pearson.
  • Norton, D. E. (2011). Through the eyes of a child. Boston, MA: Pearson.
  • Oğuzkan, A. F. (2001). Çocuk Edebiyatı. (7. Baskı). Ankara: Anı Yayıncılık.
  • Perfect, K. A. (1999). Rhyme and Reason: Poetry for the heart and head. The Reading Teacher, 52 (7), 728-737.
  • Ray, K. W. & Laminack, L. L. (2001). The writing workshop. Urbana, IL: National Council of Teachers of English.
  • Roe, D. B. & Ross, E. P. (2006). Integrating language arts through literature and thematic units. Boston, MA: Pearson.
  • Rogers, W. C. (1985). Teaching for poetic thought. The Reading Teacher, 39, 296-300. Rosenblatt, L. M. (1978). The reader, the text and the poem. The transactional theory of the literary work. Carbondale, IL: Southern Illinois University Press.
  • Rosenblatt, L. M. (1980). What facts does this poem teach you? Language Arts, 57(4), 386-39
  • Rosenblatt, L. M. (2004). Transactional theory of reading and writing. In R. B. Ruddell and N. J. Unrau (Eds.), Theoretical models and processes of reading, (1363-1398). Newark, DE: International Reading Association.
  • Routman, R. (2001). Everyone succeeds with poetry writing. Instructor, 111 (1), 26Routman, R. (2005). Writing Essentials. Portsmouth, NH: Heinemann.
  • Ruddell, R. B. & Unrau, N. J. (2004). Reading as a meaning-construction process: The reader, the text and the teacher. In R. B. Ruddell and N. J. Unrau (Eds.), Theoretical models and processes of reading (1462-1521), Newark, DE: International Reading Association.
  • Russell, D. L. (2009). Children’s literature. (6 th edition). Boston, MA: Pearson.
  • Sekeres, D. C. & Gregg, M. (2007). Poetry in third grade: Getting started. The Reading Teacher, 65 (5), 466-475.
  • Shapiro, S. (1985). An analysis of poetry teaching procedures in sixth grade. Reading Research Quarterly, 20, 368-381.
  • Simon, L. (2005). Write as an expert: Explicit teaching of genres. Portsmouth, NE: Heinemann.
  • Szabo, S. (2008). Patterned poetry writing helps preservice teachers summarize content learning. The Delta Kappa Gamma Bulletin, 25 (1), 23-26.
  • Temple, C., Ogle, D., Crawford, A. & Freppon, P. (2005). All children read. Boston, MA: Pearson.
  • Temple, C., Martinez, M & Yokota, J. (2011). Children’s books in children’s hands. (4 th Edition). Boston, MA: Pearson.
  • Tompkins, G. E. (2011). Literacy in the early grades. (3 rd edition). Boston, MA: Pearson.
  • Tompkins, G. E. (2006). Literacy for the 21st Century (4 th edition). Columbus, OH: Merrill Prentice Hall.
  • Türk Dil Kurumu, http://tdkterim.gov.tr/bts/ Şirin, M. R. (2000). 99 Soruda Çocuk Edebiyatı. İstanbul: Çocuk Vakfı Yayınları
  • Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
  • Wiseman, A. (2011). Powerful students, powerful words: Writing and learning in a poetry workshop. Literacy, 45 (2), 70-77.
  • Yolen, J. (2003). Take joy. Waukesha, WI: Kalmbach Publishing.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Meral Kaya This is me

Publication Date May 13, 2013
Published in Issue Year 2013, Volume 10, Issue 1

Cite

APA Kaya, M. (2013). Okuma-Yazma Öğretiminde Şiir . Dil ve Edebiyat Dergisi , 10 (1) , 49-96 . Retrieved from http://ded.mersindilbilim.info/en/pub/issue/19510/207856