3 - Readers Read Pattern Books

In the previous unit readers worked to read using pictures in the Emergent Storybook Unit. This unit asks readers to focus their attention in ways that have children using pictures to help with words in pattern books.

In this unit children read pattern books. Pattern book reading lifts the level of work by bridging much of the work teachers have been utilizing in shared reading activities to independent reading time. Readers see that the patterns in books give readers strength to move along reading the text recalling the way the pattern goes. Readers see that knowing the pattern in their text helps solve unknown words by using initial letter sounds and pictures. Readers see that they can use strategies for solving words and for thinking deeply about patterns. Teachers show readers engaging ways to read and reread their pattern books for automaticity, phrasing and expression. Readers ultimately see that some pattern books are stories and some are informational and that reading and talking about them helps with accuracy and deeper understanding.

The first part of this unit focuses on ways readers can read pattern books by recalling the way the pattern goes. Teachers remind readers that in shared reading, the class has read many books with patterns and that once a reader uncovers that pattern, the reading becomes fluent based on that knowledge. Readers use the pattern to move quickly, pointing or sweeping under words, matching pictures and words supported by the pattern. Teachers teach readers to look in the pictures for things that repeat to uncover pattern, to carry that pattern from page to page anticipating the way the next page will go, and to listen for meaning as they read. Listening to pattern books asks readers to discover repetition, rhyme, and rhythm.

The second concept in this unit gives readers the opportunity to learn strategies for solving tricky words with support of the pattern in text. In these lessons readers see that the pattern exists but so do words and phrases that are not part of the pattern. Teachers teach readers to pay attention to changes in pictures, words, and to prepare thinking about reading a pattern book. Pattern books have many places for repeated words and phrases, but many times these books change the pattern somewhere across the text. Readers benefit from seeing the value in knowing what the book is mostly about as they read forward, holding that idea in mind as they problem solve unknown words and phrases.

The next concept in the unit asks readers to find ways to dramatize and make their books come to life. Many of the books readers are reading are meant to be sung or read aloud. Readers learn from each other and find engagement in reading together, clapping the rhythm, and rereading for fluency.

The final run of lessons asks readers to look beyond the pattern and see what the book they are reading is really about. This is where the class looks into storytelling pattern books and information pattern books. Readers learn to ask, “Is this more like a story?” or “Is this telling me information?”. Readers learn to use the title and the cover and pictures and words to think about what is happening and then ask, “What is this book really about?”

The suggested celebration involves video taping partnerships performing one of their favorite pattern books and creating a video collage of all the performances. This collage could then be shared with the class, other classes, and even your community, if websites and links are part of your communication tools.

This unit should continue to give readers the opportunity to shop for books at least once a week. Some readers, those still working as emergent storybook readers, will keep many emergent storybooks in their bags or bins, in addition to pattern books, look books, favorites, informational text. As teachers notice readers acquiring more independent strategies to read more conventionally, the number of emergent storybooks will decrease as the number of leveled reading books increase. Quantity of books affects stamina and minutes focused for reading.

While the information contained here is not related to Unit Level Standards, important information related to UDL is included for your reference.

What is Universal Design for Learning (UDL)?

UDL is a research-based framework that focuses on proactive design and delivery of curriculum, instruction and assessment. UDL provides opportunities for every student to learn and show what they know, with high expectations for all learners.

Each student learns in a unique manner so a one-size-fits-all approach is not effective. UDL principles create options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning. (NY DOE)

© CAST, 2013

UDL
Universal Design for Learning

1. How do readers use pictures and patterned text to read?
2. How do readers problem solve unknown words in books?
3. How do readers read pattern books with fluency?
4. How do readers think and talk about pattern books to say what the text is mostly about?

Concept I: Readers read using patterns in books

Session 1 Readers think about how the pattern will go by thinking about the cover, title and pictures.

Session 2 Readers read familiar pattern books by holding the pattern in our heads, looking at pictures and pointing under the words as we read.

Session 3 Readers know which words will repeat in the pattern by noticing what repeats in the pictures.

Session 4 Readers point to and name pictures thinking how the words might change within the pattern.

Session 5 Readers listen to the way their books sound and ask, “Is there repeat?”, “Is there rhyme?”, “Is there rhythm?”, by pointing under the words one at a time.

Session 6 Readers make predictions about what will come next by thinking about the way the pattern is going from page to page.

Concept II: Readers use the patterns in pattern books to solve unknown parts of the book.

Session 7 Readers solve the last page by spending extra time to use the picture and think about what the book is mostly about.

Session 8 Readers figure out what the whole book is about by saying, “This book is about…” while thinking about the pattern and ending of the book.

Session 9 Readers solve unknown words in pattern books by thinking about the pattern and saying first letter sounds.

Session 10 Readers check a word they solved by asking, “Would that make sense here?”, “Would that sound right in this book?”, “Does it look right?”

Session 11 Readers when stuck on a word get unstuck by going back a page or two to reread and rethink.

Session 12 Readers spend more time on a page when stuck by pointing to pictures, and Asking, “What’s going on here?”

Session 13 Readers use the words they know by thinking about what would sound right before or after the word we know.

Session 14 Readers solve tricky parts by continuing to point under each word even if they know the pattern by heart.

Concept III: Readers make their books come to life.

Session 15 Readers make their books sound better by rereading them again and again.

Session 16 Readers make their books come to life together by reading together chorally, matching voices as we read.

Session 17 Readers make their books come to life by acting like the characters with their voice.

Concept IV: Readers see beyond the pattern to say what the book is really about.

Session 18 Readers know that every part of a book fits together by thinking about what they see in pictures and read.

Session 19 Readers say what their book is all about by saying. “This book is all about…”, after reading it.

Session 20 Readers say what their book is all about by thinking about what is the same.

Session 21 Readers talk about what their book is all about by sharing the title, telling about the pattern, and saying, “This is a book all about…”

Session 22 Readers talk about their books, by asking, “What’s your book about?”

Session 23 Readers celebrate pattern books by performing with others.