Predictable Chart Writing

12/4/2015

Hey, Michigan folks, here's your assignment for Follow-Up Meeting #1:

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?
etc.

Just do a few of these examples or others. No expectation that they can do any of these. You ask, give response opportunity, build on anything they say. Tell them how smart they are to figure out whatever they respond to.

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.

Lesson 5.

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.

15 Comments

Julie

12/8/2015 07:13:39 am

I have been doing shared writing in my classroom for about 2 years. I am so excited to be adding other activities to the lessons to enhance the learning. I especially like using the sentences to find the capital letters and punctuation, as well as, sight words we have been working on. Great information. Thanks so much,

Dave Koppenhaver link

1/25/2016 02:57:01 pm

Julie, it's great that you've got that experience. Way easier to fine tune than to start up. Would love to hear more detail about who you are teaching and how it's going now.

Kim Young

1/25/2016 12:29:32 pm

I teach students in a SCI classroom aged 16-26. I notice my students are getting into the routine and holding their words better when when we put their sentence words in order(lesson 4). In the past some friends would throw the words or chew the paper or stick them on other people's wheel chairs. But we haven't seen as much of this the last few weeks. We have used the sentence: I will recycle_______.( students are given choices on a 4 compartment switch with examples on top of paper, cardboard, glass and plastic) -Over break I enjoyed_______(again given 4 choices and I can take off my ________(given 4 choices). The first week was very interesting and definitely a learning experience for the staff. It's going smoother each week with lots of opportunities for learning and communication built into the lesson. I'm excited to see how they will do by the end of the school year.

1/25/2016 02:55:40 pm

Kim, that's very cool. I like the integration of content they need to learn with use of the chart. How are you publishing the texts at the end of the week? Those will become independent reading options at home or school (especially if you published them in Tar Heel Reader:-)

Michelle

1/25/2016 04:19:38 pm

I could relate to your post about the struggling when starting this. It's defiantly a new way of instruction in my classroom and with all new things change is hard on both staff and students. I am though enjoy the process and recognize that I need to work on creating these lessons as more of a routine in my everyday schedule.

1/26/2016 07:13:47 am

That's the key, Michelle. Routine. Do it daily and it ceases to be new. Change the topic each week, and it stays fresh. Keep it up for weeks, and be amazed by how much your students learn.

Mona

1/26/2016 12:02:30 pm

I started doing predictable chart writing in my secondary classroom after the PD you presented. I am trying to continue with creating sentences that relate to the content I am teaching. At times it is more challenging, however, it is still a learning process for me. I am now seeing more engagement with the group of learners that take part in this activity compared to when we first started.

Dave Koppenhaver

1/26/2016 02:17:07 pm

That makes great sense, Mona. And what a great way to support your students' learning. Share some of your patterns. I can imagine, e.g., a social studies lesson with the repeated pattern: One thing I learned is..., OR One characteristic of ____ is _____ OR...

1/27/2016 02:48:50 pm

Yes, I will often start with the character's name and then make a repeated pattern stating the character traits, ex. "John is _____, so on and so forth. I have also done this to describe facts about the author, or describe the setting of the story. Still brainstorming other ideas!!
Thanks

Julie Walkley

1/26/2016 02:22:55 pm

One thing that I have done as well in my class for independent reading is to take pics of my students doing a project, activity or during a celebration and party. I then put simple sentences with it. We read it during the read aloud for the week and then it goes on the book shelf for SSR. I have done this for Science experiments with Sink and Float, States of Matter, Magnets etc. They love it and can "read" it or at least "retell" most of it!

2/1/2016 01:48:17 pm

Julie, that's a good way to build content your kids can understand. Put it in Tar Heel Reader and then folks could read it on smart devices (at home), or the printouts it sounds like you're already making. You could do predictable charts on things that float etc. if you wanted to get some more instructional mileage.

Erin

1/26/2016 12:59:45 pm

We also started chart writing after the PD. This week is the first week writing the chart without following the pattern in an existing book. Our group seemed to need a refresher on books. Reading an existing book seemed to increase their stamina and involvement in the chart activity.

1/26/2016 02:18:12 pm

Books are a great source of familiar content to draw patterns. Way to go!

2/1/2016 01:51:21 pm

Great to branch out. What your kids might be telling you with their improved response to predictable charts following book reading is that the content of the predictable chart needs to be made familiar right before the chart activity. You could do that with an activity, a book, a video, any language experience.

1/31/2016 10:11:54 am

Predictable Chart Writing

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