Pattern/Predictable Unit Writing Workshop Page 1 October/November/December Unit 2/3/4 Pattern/Predictable Unit Writing Workshop Overview of Unit: In this unit, students will create a pattern book that others are able to read and understand. Students will learn how to draw representational illustrations. Patterns that they create will be carried across all the pages of their book and will follow the concepts of predictable pattern books. Goals for Unit: Recognize a repeating pattern in a book Be able to create their own repeating pattern Generate a good beginning Generate a good ending Be able to stay on the same topic Pictures match their words Use/spell words on word wall Use/spell familiar words Good use of sentence structure Spacing Capitals Punctuation Paper Choices: You may want to use ½ sheets of paper for drafting to make it look more like a small, level A or B pattern book (just a suggestion ). Other paper choices may look similar to previous units with 1 or more lines added. Planning paper and list need to be easier for students to distinguish from story writing paper. Ideas: Colored Paper, Index Cards Pattern/Predictable Book List: AUTHORS Todd Parr Bill Martin Eric Carle Nancy Shaw Laura Joffe Numeroff Audrey/Don Woods Erza Jack Keats Raffi Nancy White Carlstrom Eileen Christelow Pat Hutchins Julie Vivas Sandra Boynton Donald Crews Eric Carle
Pattern/Predictable Unit Writing Workshop Page 2 BOOKS Cookie s Week Cindy Ward Ten, Nine Eight Molly Bang The Carrot Seed Ruth Kraus Are You My Mother? P.D. Eastman Come Out and Play, Little Mouse Robert Kraus Dance Away George Shannon Goodnight Moon Margaret Wise Brown Happy Birthday Moon Frank Asch Is Your Mama a Llama Deborah Guarino It Looked Like Spilt Milk Charles B. Snow It s A Perfect Day Abigail Pizer The Chick and the Duckling Jose Aruego The Important Book Margaret Wise Brown The Runaway Bunny Margaret Wise Brown Who Said Red? Mary Serfozo Little Red Hen Paul Galdone Millions of Cats Wanda Gag Jake Baked The Cake B. G. Hennesy A House is a House for Me Mary Ann Hoberman I Went Walking Sue Williams If It Weren t for You Charlotte Zolotow I Was Walking Down the Road Sarah Barchas I Will Not Go to the Market Today Harry Allard Jump, Frog, Jump Robert Kalan The Little Old Lady Who Wasn t Afraid of Anything Linda Williams Old Mother Hubbard Colin & Jacqui Hawkins One Monday Morning Uri Schulevitz Over in the Meadow Olive Wadsworth Rain Makes Applesauce Julian Scheer Drummer Hoff Edward Emberley A My Name is Alice Jane Bayer Each Peach Pear Plum Janet Ahlberg 10 in the Bed Anne Geddes What Do You Say Dear? - Sesyle Joslin The Enormous Turnip Kathy Parkinson We re Going on a Bear Hunt Michael Rosen Caps for Sale Esphyr Slobodkina Have You Seen My Duckling Nancy Tafuri The Fat Cat Jack Kent Tikki, Tikki, Tembo Arlene Mosel There Was an Old Lady Who Swallowed a Fly Nadine Bernard Westcott Fortunately Remy Charlip The Gingerbread Boy Paul Galdone Hattie and the Fox Mem Fox Henny Penny Paul Galdone The House that Jack Built Rodney Peppe The Rose in my Garden Arnold Lobel Round as a Pancake Joan Sullivan Someday Charlotte Zolotow The Teeny Tiny Woman Barbara Seuling Three Blind Mice John Ivimey The Three Little Pigs Paul Galdone This Old Man The Counting Song Robin Koontz The Wheels on the Bus Mary Ann Kovalski When I Was Young in the Mountains Cynthia Rylant Where s Spot Eric Hill Who Sank the Boat Pamela Allen Why Mosquitoes Buzz in People s Ears Verna Aardema
Pattern/Predictable Unit Writing Workshop Page 3 Alignment with Standards: K.1.1 K.1.2 K.1.3 K.1.4 K.1.5 K.1.6 K.1.7 K.1.8 K.1.9 K.1.11 K.1.12 K.1.14 K.1.15 K.1.16 K.1.17 K.1.18 K.1.19 K.1.22 K.2.1 K.2.2 K.2.3 K.2.4 K.2.5 Identify the front cover, back cover, and title page of a book. Follow words from left to right and from top to bottom on the printed page. Understand that printed materials provide information. Recognize that sentences in print are made up of separate words. Distinguish letters from words. Recognize and name all capital and lowercase letters of the alphabet. Listen to two or three phonemes (sounds) when they are read aloud, and tell the number of sounds heard, whether they are the same or different, and the order. Example: Listen to the sounds /f/, /m/, /s/ or /l/, /n/, /v/. Tell how many sounds were heard and whether any sounds were the same. Listen and say the changes in spoken syllables (a word or part of a word that contains one vowel sound) and words with two or three sounds when one sound is added, substituted, omitted, moved, or repeated. Example: Listen to the word bat and tell what word is left when you take the /b/ sound away. Tell what word is left when you take the /br/ sound away from the spoken word brother. Listen to and say consonant-vowel-consonant (cvc) sounds and blend the sounds to make words. Example: Listen to the sounds /b/, /e/, /d/ and tell what word is made. Listen to one-syllable words and tell the beginning or ending sounds. Example: Tell what sound you hear at the beginning of the word girl. Listen to spoken sentences and recognize individual words in the sentence; listen to words and recognize individual sounds in the words. Match all consonant sounds (mad, red, pin, top, sun) to appropriate letters. Read one-syllable and high-frequency (often-heard) words by sight. Use self-correcting strategies when reading simple sentences. Read their own names. Understand the alphabetic principle, which means that as letters in words change, so do the sounds. Learn and apply knowledge of alphabetical order (first letter) when using a classroom or school library/media center. Listen to stories read aloud and use the vocabulary in those stories in oral language. Locate the title and the name of the author of a book. Use pictures and context to aid comprehension and to draw conclusions or make predictions about story content. Example: Tell how and where bees gather pollen after listening to a book about bees such as The Honeymakers by Gail Gibbons. Generate and respond to questions (who, what, where). Identify types of everyday print materials. Example: Walk around the school and identify the signs in the school, such as EXIT, Principal s Office, and Restrooms. Tell the difference between a storybook and a beginners dictionary. Identify the order (first, last) of information. Example: Listen to and look at the information in a book such as Going on a Whale Watch by Bruce McMillan. Then draw pictures representing the main events of a whale watching trip in the order in which they occurred.
Pattern/Predictable Unit Writing Workshop Page 4 K.3.1 K.3.2 K.3.3 K.3.4 K.3.5 K.4.1 K.4.2 K.4.3 K.4.4 K.4.5 K.4.6 K.4.7 K.5.1 K.5.2 K.6.1 K.6.2 K.7.1 K.7.2 K.7.3 K.7.5 Distinguish fantasy from reality. Example: Listen to The Day Jimmy s Boa Ate the Wash, Trinka Hakes Noble s story about a class field trip to a farm, and Farming, Gail Gibbons nonfiction book about farming. Tell how these two books are different. Retell (beginning, middle, end) familiar stories. Example: Retell the story of a folktale, such as the version of The Three Little Pigs by Steven Kellogg. Identify characters, settings, and important events in a story. Example: Identify the main characters in a story, such as Noisy Nora by Rosemary Wells. Describe the setting in a familiar story, such as Goodnight Moon by Margaret Wise Brown. Retell the important events in a story, such as the folktale Jack and the Beanstalk. Identify favorite books and stories. Understand what is heard or seen by responding to questions (who, what, where). Discuss ideas to include in a story. Tell a story that the teacher or some other person will write. Write using pictures, letters, and words. Write phonetically spelled words (words that are written as they sound) and consonant-vowelconsonant words (demonstrating the alphabetic principle). Example: Write correctly simple words, such as man, cat, and run, and spell other words as they sound, such as whale as wal, jumps as jmps, and bigger as bigr, showing an understanding of what letters represent certain sounds. Write by moving from left to right and from top to bottom. Ask how and why questions about a topic of interest. Identify pictures and charts as sources of information and begin gathering information from a variety of sources (books, technology). Draw pictures and write words for a specific reason. Example: Draw a picture or write to a friend or a family member to tell about something new at school. Draw pictures and write for specific people or persons. Example: Write or dictate an invitation to a parent to attend a classroom event. Write capital and lowercase letters of the alphabet, correctly shaping and spacing the letters. Spell independently using an understanding of the sounds of the alphabet and knowledge of letter names. Example: Spell correctly common words, such as cat, or spell by how the word sounds, such as kat. Understand and follow one- and two-step spoken directions. Share information and ideas, speaking in complete, coherent sentences. Describe people, places, things (including their size, color, and shape), locations, and actions. Tell an experience or creative story in a logical sequence (chronological order, first, second, last).
Pattern/Predictable Unit Writing Workshop Page 5 Immersion (For this work, you ll want to use level A and B books, so that many of the students can follow the pattern. Let the students have time to read like writers in small groups.) Teacher Note: Tell the students that they will be writing just right pattern books, like the ones they ve been reading in Reading Workshop or like the ones they have been hearing read aloud. What (skill): Writers notice patterns in pattern books By reading books by famous authors By looking at just right books By noticing something that the author did to make his/her pattern book. By using Post-its and marking the page when they notice words that repeat from page to page so they can identify the pattern in the book they are reading. What (skill): Writers notice what that authors do to make pattern books By putting a post-it note in the book on a place where they want to share with their partner Chart Idea: Make a chart of all the things they notice about the level A and B pattern books. You can then copy and shrink down examples from the books to go with each noticing so that they can remember (most cannot read all of the words you ll put on a chart). You ll want to refer to this chart each day during Writing Workshop. What (skill): Writers remember how pattern books go By making a chart with all the things they notice about pattern books Make a chart listing all the patterns they are noticing in the level A and level B pattern books (I am / What am I? I am a / I love /... is big / I have a ) You will have several, and this will be good when they go to write their own just right pattern books. They will have several to choose from. What (skill): Writers remember what kinds of patterns can be in pattern books By making a list of the patterns they notice in their just right books on a chart
Pattern/Predictable Unit Writing Workshop Page 6 Immersion Noticing Chart
Pattern/Predictable Unit Writing Workshop Page 7 Collecting Teacher Note: Teach them that pattern book writers get ideas for their books by thinking of things they love or things they do all the time. You can have them make lists of all the things they love or all of the things they do. (Additional ideas: things they hate, like, enjoy, etc.) What (skill): Writers get ideas for their pattern books By thinking of things they love By saying them on their hand By listing them on their planning paper Teacher Note: The strategies listed above are specific for the topic love remember there will be additional topics. What (skill): Writers make a plan for their pattern book By choosing one topic and sketching all the things they know about it. What (skill): Writers organize their ideas By writing a topic in the middle and naming five things about that topic Teacher Note: Have them choose one thing at a time from their lists and put it at the top of the page. Then, have them list out everything or 5 things they can think of that go with that one thing. (Hopefully, this will keep them focused when they go to write a pattern book.) What (skill): Writers get ideas for a topic for their pattern book By drawing a detailed picture of their topic What (skill): Writers choose a pattern for their pattern book By trying out several pattern that go with their topic and picking the one that goes the best
Pattern/Predictable Unit Writing Workshop Page 8 Choosing and Drafting Teacher Note: Model how to choose one of your topics from one of the pages you made during collecting ideas. Model how to then pick a pattern you want to try out (Refer to the samples on the chart: I am / What am I? I am a / I love /... is big / I have a ). Model getting started in a booklet. What (skill): Writers choose a topic for their pattern book By picking the topic they like the best Teacher Note: You could try out a different pattern each day to model how different patterns would work. (Refer to the samples on the chart: I am / What am I? I am a / I love /... is big / I have a ). What (skill): Writers choose a pattern for their book By trying out several patterns that go with their topic and picking the one that goes the best What (skill): Writers write and sketch their story By making sure that the tricky and/or changing word matches the biggest picture on the page What (skill): Writers add movement marks to people and things in their pictures to show their readers what was moving in their story By looking at each person or thing in their picture and asking themselves, Was this person or thing moving? Then, if it was moving, they add movement marks to the parts of the person or thing that was moving so readers will understand what was moving when they read their story. What (skill): Writers go back to their old pieces and add to the words and pictures By looking at one page at a time and asking themselves, What else should be on this page?
Pattern/Predictable Unit Writing Workshop Page 9 What (skill): Writers add speech bubbles to their pictures By looking at their picture, closing their eyes, and asking themselves, What were the people saying to each other on this page? By looking at their characters and asking themselves, What did I hear, what could they have said? So that whoever reads their story will know what the characters were saying. What (skill): Writers add thought bubbles to their pictures By looking at each character in their story and asking themselves, What was this character thinking about in this part? So their readers know what all of their characters were thinking in their story. What (skill): Writers add the weather and time of day to their stories By looking at each page and asking themselves, What was the weather and time of day in this part? Then, add details to show the weather and time of day. What (skill): Writers add the ground to their pictures first By asking themselves, Where was this happening and what was the ground like (carpet, grass, pavement)? They do this so that whoever reads their story will know where the story takes place so that the characters aren t floating in the air. What (skill): Writers add to their pictures By adding feelings to their characters faces. They look at each person in their story and ask, How was this person feeling in this part of the story? Then, they add details like smiles, frowns, tears, eyes wide open, and more to let their reader know how the people were feeling. What (skill): Writers make sure their pictures will help their readers understand their story better By closing their eyes and thinking carefully about all the things they want their reader to notice in their picture and then drawing those things into their picture.
Pattern/Predictable Unit Writing Workshop Page 10 Revision (Fixing Time) Adding more detail to words and pictures (Most of these skill and strategies are repeated from the drafting section.) Teacher Note: Teach them to think about how their ending should wrap it all up. The pattern usually stops at the end and the book/pattern is wrapped up. What (skill): Writers end their pattern book By saying what the book is about What (skill): Writers end their pattern book By changing the pattern on the last page What (skill): Writers add labels By looking at their pictures and choosing the most important part and writing its name near by. Teacher Note: Students would have their writing and show their partner what they would label What (skill): Writers add more text to the actual sentences By using the word and, or, because and add one more detail to their topic What (skill): Writers add detail with describing words By naming the size, shape, or color of the object What (skill): Writers make their writing easier to read By rereading and thinking how they could make it easier for their reader to read What (skill): Writers make sure their writing is going to make sense for others to read By rereading their writing and thinking Does that sounds right? Is that what I want to say? What (skill): Writing partners help each other choose a piece for publishing By looking at all the writing they have done and sorting it into piles of easy to read and not easy to read and telling each other which piece of writing is the best because it is easy to read.
Pattern/Predictable Unit Writing Workshop Page 11 What (skill): Writers add more to their words and pictures By reading their story with a partner and asking the partner if there are any words or pictures missing, so they can make their story easier for others to read. What (skill): Writers go back to their old pieces and add to the words and pictures By looking at one page at a time and asking themselves, What else should be on this page? What (skill): Writers add speech bubbles to their pictures By looking at their picture, closing their eyes, and asking themselves, What were the people saying to each other on this page? What did I hear? What could they have said? So that whoever reads their story will know what the characters were saying. What (skill): Writers add the weather and time of day to their stories By looking at each page and asking themselves, What was the weather and time of day in this part? Then, they add details to show the weather and time of day. What (skill): Writers add the ground to their pictures first By asking themselves, Where was this happening and what was the ground like (carpet, grass, pavement)? They do this so that whoever reads their story will know where the story takes place and so that the characters aren t floating in the air. What (skill): Writers add to their pictures By adding feelings to their characters faces. They look at each person in their story and ask, How was this person feeling in this part of the story? Then, they add details like smiles, frowns, tears, eyes wide open, and more to let their reader know how the people were feeling. What (skill): Writers add thought bubbles to their pictures By looking at each character in their story and asking themselves, What was this character thinking about in this part? So their readers know what all of their characters were thinking in their story. What (skill): Writers make their writing feel real to their readers By using the specific name of things in their writing (instead of candy, write Starburst / instead of drink, write Sprite).
Pattern/Predictable Unit Writing Workshop Page 12 What (skill): Writers make a special part of their writing seem really important By repeating it (writing it again) in another place in their story (chapter 8 in Wondrous Words by Katie Wood Ray). Chart Idea Ways to add to my story: What did I hear? What did I say? What did I see? How did I feel? Weather and Time of Day
Pattern/Predictable Unit Writing Workshop Page 13 Editing (Fixing Time) Working on conventions, punctuations, spelling (word wall words), spaces, etc. Using Punctuation.?! What (skill): Writers write sentences that end with a punctuation By using a red crayon to make it. Uppercase/Capital at the beginning of a sentence What (Skill): Writers make sure they use an uppercase letter at the beginning How (Strategy): by using a green crayon/marker for that letter What (skill): Writers check all of their words and pictures to make sure that people can read everything By rereading everything they ve written and making sure everything looks clear and correct. They do this by putting their finger on each word and picture one at a time, saying the word or picture, and asking, Can I read this? Will other people be able to read this? Does it look clear and correct? If not, they fix it up. What (skill): Writers help their readers know what their words are By getting as many letters down as they can. They do this by touching a word they already wrote, saying the word slowly (like a rubber band/like a turtle).stretching the word, listening for all the sounds, and adding any new sounds that they hear. What (skill): Writers make sure they have spaces between their words so that their readers can easily read what they ve written just like in published books. By rereading each word they ve written and after each word checking to see if one of their fingers will fit between that word and the next word. If the finger covers any of the next word, they draw a line between the two words (or you can have them circle the words that are too close). The line will help them remember that they need a space there and it will help their readers know that those are two different words. What (skill): Writers make sure that the words they already know how to spell are spelled correctly (Word Wall words / star words whatever you call them ). By looking at the words on the Word Wall, reading each one, looking back at their writing, and asking, Did I use this word in my writing? If I did, did I spell it correctly? Writers fix up any words from the Word Wall that they used in their writing.
Pattern/Predictable Unit Writing Workshop Page 14 Publishing (Fancy time) Add covers, title page, other parts of a book, author blurbs, and bind books What (skill): Writers add color to their sketches By closing their eyes and remembering the story and what things look liked so they can add the correct colors to their sketches. By making the pictures look real, showing detail, and how people are feeling so others know what the pictures are and what is happening in the story. By coloring their very best and making their pictures the correct colors across the pages so others know what the picture is and what is happening in the story. What (skill): Writers use fancying up writing tools carefully By adding color with them and putting the tools back in the correct spots so others can find the tools when they want to use them. By doing their best to stay in the lines of their sketches so their pictures look life-like. By thinking what tool might be best for each item in their picture and asking themselves, Should I use a crayon, colored pencil, or etc. for this picture? so they can make their picture look life-like. What (skill): Writers add a title to their front cover By reading their story and thinking about what it tells about so the title on the front cover will help others know what the book is about when they read it. By using their best handwriting to add the title they chose so others can read what the title of the book is. By using a picture that helps others know what the book is about so readers understand what the book is all about.
Pattern/Predictable Unit Writing Workshop Page 15