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We also put up a sign up sheet in the book corner and, due to popular demand, increased the readings to two poems per day. We also printed lined-leaf templates for the children to write on which we kept in a plastic wallet on the reading wall for easy access and we also kept the dedicated poetry display in the book corner so children could easily access more poetry.
We later shared the Poet-Tree with the wider school community by placing it in communal areas for all to enjoy! Reflections on impact the TaRs research has had on practice The TaRs research really made me consider who had ownership over what was read aloud and who did the actual reading.
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Handing over that choice to the children had an immediate impact, as they felt empowered. They felt that the Poet-Tree was their thing, not mine.
I would often observe children discussing their likes, dislikes and observations or queries. Finally, having the physical poet-tree in the classroom and the sign up sheet managed by the children was a constant reminder to dedicate a few minutes each day to reading aloud poetry.
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It also meant we always had the poems on the leaves to refer back to — or read over and over again! Download the Poet-Tree templates to re-create this project in your own classroom:. Please feel free to ask questions or leave a comment below…. You are commenting using your WordPress. You are commenting using your Google account. You are commenting using your Twitter account.
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