In my school we learn phonics through poetry. We read a poem that contains a certain word pattern. After the children recognize the pattern, they locate all the words in the poem with that pattern.

Materials:

Macintosh Computer, LTV Pro, Scholastic SuperPrint, ClarisWorks/AppleWorks

Procedures:

The children gather around the computer and view the TV monitor. As we brainstorm a class list of words with that pattern, I immediately type the list on the computer for the children to view. After reading the list together, two copies are printed. One copy is hung up for the children to view. The second copy is sent to our copy center so each child receives their own list.

The list is kept in their homework folder, along with computer made beginning letter cards, and word pattern cards which are handed out to the children at this time. They are kept in a baggie. The children practice manipulating these beginning letter and pattern cards at home to make their new words.

The next day we write a language experience story together, trying to use as many of those pattern words as possible. The children first look at the list to see if there might be a possible setting for the story, as well as any names of characters. After they have made their decision, we begin to create the story. I type as they dictate to me. Of course I am asking questions to help stimulate the creativity.

Periodically, during the creation of the story, we stop to read what we have written. Once the story is completed we decide upon a title. A copy is printed and again, each child will be given a copy. This becomes part of their homework activity packet that they can review at night. I copy the language experience pattern story to Scholastic SuperPrint or ClarisWorks/AppleWorks so I can make a large poster of our story that will be laminated. This will be used each morning for the next two weeks as part of my whole group reading lesson.

Once the new poster is created and laminated, we practice finding all the words that follow the pattern, and mark them with an overhead marker. We practice reading it together. We play games like "I Spy" with the story, too.

As part of the children's independent work, I encourage them to write sentences using these new pattern words and some of their old pattern words. I have created some cut and paste sentence forms that they can use for their sentence creation. The activity involves arranging the sentence in order, drawing a picture of the sentence, and writing the sentence correctly. The children submit their sentence to me. I type their sentence on the form on the computer. Copies are printed and copied for others to try and solve. The boys and girls are actually creating the practice work for the others to read and do. They love it when their sentence is being used.

Several weeks later I reprint the class story using a ClarisWorks/AppleWorks template that I created. This template is in word processing. It is made with the horizontal page setup, and has two columns. Each page has two blank boxes at the top for a picture, and is set for large print like a children's book. I place one sentence on each half of the page. I again copy it for my students and put it together like a book. It is stapled on the left. The children are given this to reread and to illustrate on their own. I use it as an informal assessment tool to see who has retained the vocabulary in the story.

This whole process of learning a word pattern is done over a three to four day period.

Day One-Read the poetry.

Day Two-Make the group list of the words. Hand out letter and word pattern cards.

Day Three-Write the language experience story with the children.

Day Four -Read large poster of story as whole class activity.

Day Five-Children create cut and paste sentences for others to solve.

Two weeks later-The storybook is given out for assessment.