Curriculum Capers
Predictable Chart Writing is used at Redland District Special School as part of emergent literacy instruction. It is a structured, shared writing task with a focus on language selection and composing, usually with the teacher acting as the scribe. It is a five part process often completed over five school days.
Phase 1: Writing the predictable chart
· Discussion and generation of sentences using a chosen sentence stem. e.g. I like…, I do not like…, I went…, I can…, etc. Sentence stems can be personal or linked to books (e.g. Goldilocks is…), school excursions, (e.g. At the Yatala show I…) or unit contexts (e.g. I feel happy when…).
· Each person (including teachers and teacher-aides as models) picks their language for the sentence (using communication systems as required) and it is written up on butchers’ paper or in a word document or on a white board.
Phase 2:
· Re-read the predictable chart written in Phase 1. Focus on students finding their own name and reading their own line (voice output communication devices are used by students who are not verbal).
· Work with the letters, sounds and words in the predictable chart e.g. find all the Ds/ the word is/ the P sounds on the chart.
Phase 3:
· Re-read the chart.
· Students cut up (if able) the sentences and glue them back down in the order/direction they decide. Praise students’ attempts and model the correct order afterwards. Keep student work to show progress e.g. putting more words up the correct way/in the correct order over time.
Phase 4:
· Re-read the chart.
· Discuss images that could be used to illustrate each sentence. Google images, draw them, take photos, cut out of magazines, select from Boardmaker symbols, etc.
Phase 5:
· Re-read the chart.
· Combine images and text to make a class book (low-tech/hard-copy or in PowerPoint, ipad, etc.). Add the book to self-selected reading resources within the classroom.