Give the purpose of the lesson

"In our previous lessons, we've talked about some poetry features - rhyming words, repetition, and rhythm that add meaning to the poem. I put repeating words on the board - there are examples of that in our stories today."
"Today we are going to look at 2 more ways that authors use words and phrases to bring meaning to a story. They help us use our imagination and senses to interact with the story. I also have those 2 features on the board. We'll be making a list of the words in the story that use these features." Put on the powerpoint.
"Then we'll read one book together, looking at onomatopoeia and another book with alliteration and onomatopoeia."
Take a look at how I set up the purpose for the lesson.

Explain the ideas

Practice strategy - modeling & guided practice

"How do these ideas fit together with the warthog?" (slide 7)
"I have 2 books about warthogs with great examples of each of alliteration and onomatopoeia. I'll read the first one and we can find the onomatopoeia and analyze how it brings meaning to the story."
Read the first page of Slop Goes the Soup. "I'll stop now and reread this page - there's one example of alliteration to make it fun to read-'slop goes the soup'." Put those on the board. "There are 2 examples of onomatopoeia that help me imagine warthog sounds like when he sneezes and what the soup sounds like when it spills. Paying attention to these and reading these aloud helps me be an 'active reader', imagining and using my senses to interact with the story." Add those ideas on the whiteboard list.
"Let me read some more pages - keep listening for onomatopoeia, alliteration, rhythm, rhyming words, and repeating words." Read together and get the kids' ideas about phrases and words. Put more ideas on the whiteboard lists.

The kids helped me point out onomatopoeia on each page and we talked about how to say the word, showing the sound. "Does that sound bring you into the story?"
I emphasized the rhythm by rereading the page twice - once with emphasis and pausing and one more monotone. "Is it fun to read with more rhythm? Does it make it easier to understand?"
There was more alliteration to point out on the 'plop goes the pudding' page. "Let's read the together... that's fun to read and emphasize the /p/ sound!" Here's how we added words to the list for this example.
There were several pages of repeating words. "Why does the author do that?" (to show the pudding is bubbling over and over, to show there is a lot of laughter)

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