Begin doing a predictable chart this week with your class. If you've already begun doing them, 3 cheers! If you begin Monday, Dec. 7, you can be 3-4 steps into the process before we meet online. Remember the steps (one lesson or day at a time, not all at once).
Lesson 1. Write the chart with the kids on large chart paper. Choose a predictable pattern (couple of examples below) and have the kids contribute the ending through core, fringe, or choices (many, not 1-2):
- I like...
- I like to eat...
- I like to play...
- The Spartans/Wolverines are...
Reread each sentence aloud with group as it is created. Reread whole text together as group when it is done.
Lesson 2. Work the chart.
Reread the chart together. Point to each word and read clearly and smoothly.
Give the kids a chance to point and direct the group's reading (remember, if you are doing this, they can't read, so read loudly and they will chime in a half beat behind you. If they can vocalize, they should do that (and you should call it "reading aloud" not something else). If that takes too much effort, they should follow with their eyes and "read along" in their heads with you. Children who are blind can follow along with fingers as long as you have Braille (I know they can't read Braille--they're fingers will be learning just like other children's eyes as you do this activity.)
After a couple of read-alouds, analyze the texts. E.g.,
- Let's count the number of words.
- Who can find a word that begins with our letter of the week?
- What is the shortest word in each sentence?
- Which word begins with L?
So, e.g., you say, "Who can find the shortest word?" and Dontrelle points to his name, which is not even close to shortest. "Dontrelle, you found your name. Look everybody, here's Dontrelle's name. Dontrelle you are so smart! Everybody, look in Dontrelle's sentence. This word is "a." It is the shortest word in Dontrelle's sentence. Class cheer for Dontrelle everybody!"
Reread the chart together at the end of the lesson.
Lesson 3. Reread the chart at the beginning and end of the lesson and:
Work with kids to cut up sentences into words. If they can do it physically, let them. If not, have them guide you with grunt/squeak/point/any indication where you should cut up the sentence strip. Have tape handy, be prepared to tape back together, and then show them the space and where you are cutting. Then present the words in random order and have them try to match to the chart model. Once it is in order, with your negotiation as needed, then read it aloud, compare and contrast with the model.
Lesson 4. Be the sentence.
Reread the chart at the beginning and end of the lesson and then:
Cut another sentence from the chart apart with child guidance. Tape as needed, show them where to cut it apart as needed, give one word to each kid, and have them try to put their sentence in order to match the chart. When finally in order, read it aloud as a group. Give words to other kids, or new words to same kids, repeat a few times.
Reread the chart at the beginning of the lesson, then:
Give each student a sentence, again to cut apart into words, glue/add to paper/digital text. Once in correct order, glue/tape/save. Illustrate with kid's drawings/scribbles or choose pictures from Flickr. Add kids' names to their pages.
Reread the book together. Make sure copy is available online (e.g., Tarheel Reader) and/or as hard copy in your classroom library for independent reading time.
If you need a refresher, watch the DLM video tutorial on predictable chart writing, http://dlmpd.com/.
Observe closely as you do these activities: What do the students know/need to learn? Which students demonstrate understanding of letters? Words? How do you know? What do you observe? Write up your observations and share below as comments. Post your questions about predictable chart writing here.