1.RV.3.1

Identify words and phrases in stories, poems, or songs that suggest feelings or appeal to the senses (touch, hearing, sight, taste, smell).

Learning Outcome:

Use words, phrases, and strategies acquired through conversations, reading and being read to, and responding to literature and nonfiction texts to build and apply vocabulary.

I Can Statements Question Stems
-I can identify words or phrases that suggest feelings or appeal to the senses.

-What are your five sense?
-Which senses are used in the story, poem, or song?
-How could you use one or more of the senses in describing the story, poem, or song?
-How does this story, poem, or song make you feel when you read or hear it?
-What words or phrases appeal to your senses?
-Are there any words or phrases that connect to your feelings?

Academic Vocabulary

identify
senses

Practical Examples, Standards, and Digital Resources

Reading Examples Writing Examples Speaking and Listening Examples
-Create an anchor chart of the five senses. Read a story, poem, or song and identify with sticky note or highlight keywords that relate to the five senses and add them to the appropriate category on the anchor chart.

-Create an anchor chart of feelings. Read a story, poem, or song and identify with sticky note or highlight keywords that relate to a feeling and add them to the appropriate feeling on the chart.

-In the writing center, students choose from a variety of objects. They write a sentence for at least three of the five senses to describe the object. They can share these as riddles with the whole class. -Turn and talk with a partner about which of the five senses the story, poem, or song appealed to.
Reading Standards Writing Standards Speaking and Listening Standards
1.RL.2
1.ML.1
1.W.3  1.SL.1
1.SL.3
Digital Resources

-Five Senses Resources

English Learner Considerations

The English Learner considerations, which were written by Indiana EL teachers, are meant to increase engagement and support growth for ELs.They are designed to support the standards and curriculum you are currently using. The following are recommendations of best practices to assist educators in making language more accessible for English Learners. Educators should adapt strategies based upon a student’s proficiency level and ensure that content is age-appropriate.

Additional strategies and the guiding principles regarding literacy instruction for English Learners.

Beginning Intermediate Advanced

-provide realia
-provide vocabulary picture sorts
-post word walls
-use visual representations
-pre teach matching strategies
-utilize pointing strategies
-use songs

-provide realia
-post word walls
-guide conversations
-use repetition
-pre teach matching strategies

-provide realia
-guide conversations
-post word walls as reference

Special Education Considerations

The special education considerations, which were written by Indiana special education teachers, are meant to increase engagement and support growth for students in special education. This is not an exhaustive list of strategies, but these supports will help you make literacy instruction more accessible for students. Remember to adapt these to the needs of your students and ensure that you are creating opportunities for all students to engage with rigorous content.

Guiding principles regarding literacy instruction for students in special education.

Strategy Examples

Introduce unknown words before students read text

Provide pictures of words and discuss meanings

Students draw pictures of vocabulary words

Act out the definition of the word

Provide a mnemonic device to remember the word and its meaning

Identify unknown words during independent reading

Model highlighting unknown words

Students use sticky notes or highlighters to identify unknown words

Model strategies of what good readers do when they encounter unknown words