Non-Editable: PDF
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Curriculum: CCSS, TEKS
Grades: K - 3
A poster to use with young students when teaching alliteration.
Use this poster when teaching young students about alliteration and poetry.
Alliteration is a literary device author and poets use to capture the reader’s attention. For there to be alliteration, at least two or more words must start with the same sound.
Recognize common types of texts (e.g., storybooks, poems).
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
Know and apply grade-level phonics and word analysis skills in decoding words.
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Know and apply grade-level phonics and word analysis skills in decoding words.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;
Demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes;
Recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;
Discuss rhyme, rhythm, repetition, and alliteration in a variety of poems;
Discuss how the author uses words that help the reader visualize; and
Dictate or compose literary texts, including personal narratives and poetry;
Demonstrate phonological awareness by:
Explain visual patterns and structures in a variety of poems;
Discuss the use of descriptive, literal, and figurative language;
Compose literary texts, including personal narratives and poetry;
Demonstrate and apply phonetic knowledge by:
Explain rhyme scheme, sound devices, and structural elements such as stanzas in a variety of poems;
Describe how the author's use of imagery, literal and figurative language such as simile, and sound devices such as onomatopoeia achieves specific purposes;
Compose literary texts, including personal narratives and poetry, using genre characteristics and craft;
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