Support Beginning Readers And Writers Using Predictable Sentences

I love using predictable sentence in my classroom.  They are such a great way to support my kindergarteners in reading and writing by reinforcing a variety of concepts including sentence construction, sentence writing, and grammar skills. 

I usually do a new predictable sentence each week in my classroom.  It is a way that we practice our sight word of the week so I always make sure that the target sight word is included in the sentence starter.    
I prep this activity by having our sentence starter written (one time for each student) on large chart paper.  I usually write the sight word in a different color, so it sticks out for my students.  

I have a 5 day routine for our predictable sentences that looks like this:
Monday: Introduce our new predictable sentence.  Model how to complete it and provide examples.  Students share examples and share their sentence with a partner.  I have half of my class individually share sentences to the group and I scribe for them on our chart.  

Tuesday: Several students from the previous day read their sentences.  I usually cut the ones that we did on the first day and put them in our pocket chart.  Students can use our pointer and track the print as they read, which is a great way to reinforce concepts of print. 

Once we have reviewed our sentences, students share again with a partner.  I also have the remainder of the class individually share sentences to the group and I scribe.  
Wednesday: Prior to this day, I cut the rest of chart paper into sentence strips for the students.   Students each have their own sentences and practice reading them to a friend.  We practice reading our own sentences several times and students also practice reading their friend's sentences.  I love this because students practice reading the sentences with our sight words multiple times. 

Thursday: This is the day that we really interact with our sentences when we mix and make the sentences.  Each students is given their own sentence, but I cut between each of the words.  All of the words are mixed up and the students put the words back in order to make their sentences.   We remind each other before beginning that each sentence begins with a capital letter and ends with a period.  

Once they make their sentences they check that the words are in the correct order by reading them.

We switch around the classroom and have fun mixing up the sentences of their friends and putting them back together.  This gives students multiple opportunities to practice making and reading sentences.  

When we are done, I have the students put their words back in a pile and I store them in our pocket chart to use the next day. 
Friday: On Friday, students glue their sentences in the correct order on a paper and each student illustrates their sentences that they have been working on all week. 

I will sometime collect these and bind them to make a class book to put in our library.  The students love this and will read it over and over again!
By Friday, each student has the opportunity to practice reading these sentences many times giving them multiple exposures to the sight words.  I have found that using these are also a great support for beginning writers, since I am modeling the correct way to write a sentence and they are interacting with them so many times throughout the week.