Activity Description

Preparation:

For Sessions 1, 2 & 3:

1. Select a predictable picture book
    a. The story should have repetitive simple sentence patterns with few words that are accompanied by supportive illustrations
2. Determine what the sentence pattern of the book is and think of a few examples of predictable sentences
    a. For example: “I can ride my bike”, “I can brush my teeth”
3. Prepare a predictable chart by writing out the stem of the sentence pattern 15-20 times (one time per student), for example:
    a. I can __________
    b. I can ___________
    c. I can ___________

For Sessions 3 & 4:

1. Choose several sentences to for the class to reconstruct
    a. Write each word on a cue card or strip of paper
2. Write each student-generated sentence on a small piece of paper and cut the strip into individual words
3. Gather materials for making book pages

Implementation:

Session 1:

1. Present students with the predictable story book
2. Read the title and direct students' attention to the front and back cover illustrations
    a. Invite students to guess what the book will be about
3. Read the story aloud for enjoyment
4. Re-read the story and draw students' attention to repetitive patterns in the text
    a. Ensure attention is placed on the different features of sentences
        • For example: number of words, word length, rhymes, and repetition
5. As you re-read the story again, invite students to join in choral reading
    a. Pause to allow students to complete predictable patterns
    b. Point to the pictures to provide students with clues
6. Discuss the story and ask comprehension questions

Session 2:

1. Review the predictable story and ask students to describe what the story was about
    a. Encourage students to identify the sentence pattern
2. Introduce predictable chart and share the stem of the sentence pattern:
    a. For example, “I can ________”
3. Model sentence completion
    a. For example, “I can read.”
4. Ask each student to complete the sentence with a personal response
    a. Ensure that students share by using complete sentences
    b. Prompt students as neededWrite down each student-generated response on predictable chart
5. Follow each sentence by the corresponding student's name in parentheses
    a. For example: “I can write my name.” (Tylesha)
    b. Review the completed predictable chart with students

Session 3:

1. Re-read the predictable chart
    a. Ask students to read their own sentence aloud to the class
2. Encourage students to approach the predictable chart during their free time to read sentences

Session 4:

1. Explain to students that their sentences have been scrambled and they need to rebuild them
2. Provide one word to each student
3. Tell students which sentence you are trying to build
    a. Invite students who have the necessary words to the front of the classroom to physically arrange themselves in the correct order to rebuild the sentence(s)
4. Have the remaining students read the sentence aloud to ensure it is correct
    a. If the word order is incorrect, encourage students to work together to correct it

Session 5:

1. Re-read the predictable chart
2. Explain that students will be using their sentences to create a class book
    a. Each student's sentence will be a separate page in the book
3. Provide students with materials to make their page of the class book
    a. Give students a large piece of blank paper, glue, as well as the scrambled word strips they will use to rebuild their sentence
4. Instruct students to place their words in the correct order
    a. Check that all students have correctly rebuilt their sentence
5. Invite students to paste their completed sentence on the bottom of their blank sheet of paper
6. Have students create an illustration to describe their sentence in the space above their sentence
7. Bind each page of the book together to create the class book
    a. Each page can be laminated (optional)
    b. Invite students who finish early to design the front cover of the book (optional)

Adaptations For

English Language Learners/ESL:

- Support students as needed with picture cues during sentence rebuilding

LD/Reading & Writing Difficulties:

- Point to illustrations and provide visual cues while reading the book to aid in text comprehension

Cultural Appropriateness & Diversity:

- Select a book that is meaningful to all students 
- Select a book that represents the interests and cultures of the students
- Encourage students to complete their sentence with something personally relevant and representative of their culture

Differentiated Instruction:

- Challenge all students to use complete sentences when sharing their responses and support students who are struggling with this taskSentences produced by students can vary according to vocabulary and oral language ability

Related References

Source: Hall, D. and E. Williams (2001). Predictable Charts: Shared Writing for Kindergarten and First Grade. North Carolina: Carson-Dellosa Publishing Company, Inc.

Evidence: Heald-Taylor, G. (1987). Predictable literature selections and activities for language arts instruction. The Readng Teacher, 41, 6-12.