Developing Concepts about Print with Patterned Sentence Stories

Patterned sentence stories, those with repetitive sentence structures, provide a means for helping children develop concepts about the nature of print that are so vitally necessary in beginning reading experiences. Pictures or drawings serve as a stimulus & are discussed & labeled by the chi...

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Bibliographic Details
Published in:The Reading teacher 1984-11, Vol.38 (2), p.178-181
Main Author: Combs, Martha
Format: Article
Language:English
Subjects:
Chalkboards
Child development
Children
Childrens literature
Creative writing
Printing
Sentences
Writing instruction
Written composition
Online Access:Get full text
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Summary:Patterned sentence stories, those with repetitive sentence structures, provide a means for helping children develop concepts about the nature of print that are so vitally necessary in beginning reading experiences. Pictures or drawings serve as a stimulus & are discussed & labeled by the children. A model sentence pattern such as "Dogs have __" is introduced & children are guided as they compose a story of patterned sentences about the topic. During this initial phase of composing & rereading, the teacher models the use of print concepts such as directionality, letter/word discrimination, or advanced concepts such as punctuation. The teacher should also reproduce all labels on individual cards, the children then practice composing by completing the sentence pattern with many different label cards, identifying the label, reading the label in the context of the sentence, & producing sentences that begin to form a story. Children should have opportunities to write individually composed patterned sentence stories that grow out of group prewriting experiences. During the writing & subsequent reading of the stories, discussion between teacher & children should focus on the proper use of the print conventions. AA
ISSN:0034-0561