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ERIC Number: EJ882488
Record Type: Journal
Publication Date: 2008
Pages: 4
Abstractor: ERIC
Reference Count: 17
ISBN: N/A
ISSN: ISSN-0022-8958
Using Poetry throughout the Curriculum
Collins, Polly
Kappa Delta Pi Record, v44 n2 p81-84 Win 2008
In the content areas, poetry encourages interest, insight, and understanding. It is like no other form of written word in its ability to offer personal connections. Poetry reaches across all areas of life, and this universality invites teachers to embed it in instruction in all curricular areas. Poetry is an excellent tool for encouraging deep interaction with text and meaningful response to reading. Poetry allows humans to express deep emotional responses in powerful ways. For teachers, poetry is a useful teaching tool. Teachers have used poetry effectively in early childhood classes for years to provide embedded phonics instruction, to develop fluency and, of course, to encourage proficiency in the language arts genre. In this article, the author presents three aspects of poetry's usefulness that may appeal to content-area teachers: (1) accessibility; (2) variety; and (3) comprehension. These three aspects reveal the potential of poetry to engage students, meet individual needs within the group, and aid in comprehension. Together they offer a convincing argument for including poetry in the content areas as well as in language arts classrooms. The author also offers suggestions for putting poetry to use in the content areas through both the reading and writing of poetry.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A