Predictable Chartsgak

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Predictable Charts in the Classroom:

Predictable Charts in the Classroom Lori Elliott SDE lelliott@mail.nixa.k12.mo.us

What is a Predictable Chart?:

What is a Predictable Chart? A Predictable Chart is a literacy strategy to help students participate in reading and develop an understanding of written communication. It involves all students and teaches them sentence structure and connects reading/learning to their own lives.

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What Can You See At The Beach? I can see a starfish. (Mrs. Elliott) I can see a crab. (Joe) I can see a sand castle. (Payton) I can see an octopus. (Josiah) I can see a whale. Taylor) I can see a fish. (Colton) I can see a wave. (Jessica) I can see a shell. (Tatiana) I can see a turtle. (Sam) I can see a lobster. (Dallas) I can see a surfboard. (Zack) I can see a swimmer. (Cameron) I can see the sun. (Nate) I can see a shark. (Jacob) I can see the water. (Joshua) I can see the sand. (Tommy) I can see a beach towel. (Kennedy) I can see a lifeguard. (Kevin)

Harry Kindergarten:

Harry Kindergarten

Benefits of using Predictable Charts.:

Benefits of using Predictable Charts. Great to start the year in first grade as an assessment. Struggling readers/writers can be successful at learning new words and transitioning those words to writing.

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My name is _______. Book connection: Chrysanthemum by Kevin Henkes (credit to J.Meacham)

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In winter, I ___________. (credit to J.Meacham)

How long does it take to make a Predictable Chart Book? :

How long does it take to make a Predictable Chart Book? Predictable Charts are written and worked with daily for an entire week. It begins with dictation and ends with a class book.

Where will I get my ideas for all those books?:

Where will I get my ideas for all those books? Holidays Class Themes Seasonal Activities Class Learning Activities Reading/Literature

Let’s Get Started! Day One:

Let’s Get Started! Day One Read the title of the chart and model your response. Write the full sentence and your name in parentheses. What can you see at the beach? I can see a starfish. (Mrs. Elliott)

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Begin the dictation by each student. Write their response in the patterned sentence. Write their name in parentheses by their sentence. What can you see at the beach? I can see a starfish. (Mrs. Elliott) I can see a crab. (Joe) I can see a sand castle. (Payton) I can see an octopus. (Josiah) I can see a whale. ( Taylor) I can see a fish. (Colton) I can see a wave. (Jessica) I can see a shell. (Tatiana) I can see a turtle. (Sam) I can see a lobster. (Dallas)

As you write each sentence talk aloud. When you are finished for the day, read the chart together. Make sure that each child is able to read their own response. Track print while reading with students.:

As you write each sentence talk aloud. When you are finished for the day, read the chart together. Make sure that each child is able to read their own response. Track print while reading with students.

Day Two:

Day Two Read the chart together. Use your pointer to track print. Do SENTENCE BUILDERS. can starfish. a I I see

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I can see a starfish.

Day Three:

Day Three Repeat the Chart Reading with pointer. Today, extend the students’ learning by asking them to notice certain letters, words, or listen for specific sounds while reading the chart. Repeat the process of Sentence Builders from yesterday. Choose a few new sentences to work with.

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starfish sh beach ch shell sh whale wh

Day Four:

Day Four Read the chart together. Have students work at putting their mixed up sentences together at their seats. Walk around and check on their progress. Coach if necessary.

I can see a sting ray. :

Have students return the sentences to their bag or envelope. Use some of the words from the chart and then add a few new words in a bag. Have the students help make new sentence using the words they already know and adding some of the new words. Early in the year, it is helpful to have picture clues on the new words. I can see a sting ray.

Day Five: Book Making:

Day Five: Book Making Students unscramble their words to make sentences. Glue them down and illustrate. (credit to J.Meacham)

Book Making Ideas:

Book Making Ideas Coordinate with art projects. (credit to J.Meacham)

Use Photos.:

Use Photos. (credit to J.Meacham)

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Use Your Interactive Whiteboard!

Smilebox:

Smilebox

Use online resources.:

Use online resources. Read/Write/Think http://www.readwritethink.org/materials/stapleless/index.html Make a stapleless book.

http://www.vickiblackwell.com/makingbooks/index.htm:

http://www.vickiblackwell.com/makingbooks/index.htm

Can I stretch my students using Predictable Charts?:

Can I stretch my students using Predictable Charts? Yes. Predictable charts can grow as the students succeed.

Changing Predictable Charts through the Year:

Changing Predictable Charts through the Year Connect to Literature being read in class. Mrs. McNosh Hangs Up Her Wash by Sarah Weeks (credit to J.Meacham)

Students write their own sentences or fill in a pattern.:

Students write their own sentences or fill in a pattern. My favorite food is.. My favorite food is spaghetti. (Mrs. Elliott)

Book Connections:

Book Connections Sarah Weeks Doug Johnson

Other Ideas:

Other Ideas Alice Ann Miller Judi Barrett

Incorporate with math/graphing.:

Incorporate with math/graphing. 2 3 4 5 6 7/more How many people are in your family?

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Nancy Carlson Gail Gibbons Jean Marzollo

Use Poetry & Writing:

Use Poetry & Writing Poetry provides students practice in reading and writing. Poetry builds fluency, phonemic awareness, comprehension, and writing skills.

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I Like … I like bugs. Big bugs. Little bugs. Red bugs. Black bugs. Bugs on the ground. I like bugs. Row One: I like __________. Rows Two-Rows 6: Phrases that describe the topic. (Size, Color, Location) Last Row: Repeat Row One

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Easy as One, Two, Three Poem One brother. Two parents. Three lost teeth. Four friends. Five books. Six Popsicles. Seven fish. Eight crackers. Nine marbles. Ten stuffed animals.

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(credit to J.Meacham)

Interactive Charts:

Interactive Charts Interactive charts are a wonderful way to have students manipulate words. A pocket chart is used. The poem/rhyming chant selected for the week is written on sentence strips and word cards. Students move words around or select picture cards to fit the pattern.

Brown Bear, Brown Bear:

Brown Bear, Brown Bear Brown bear, brown bear What do you see? I see a _________ looking at me.

Cookie Jar:

Cookie Jar Who took the cookies from the cookie jar? _______ took the cookies from the cookie jar. Who me? Yes you. Not me, couldn’t be. Then who took the cookie from the cookie jar.

Resources:

Resources

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