Writing a Predictable Chart to Teach "I Can" Statements

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SWBAT develop an understanding that the written word has meaning and that they can become authors. Student Objective: I can dictate a sentence and have it added to a story for me to read.

Big Idea

Creating predictable charts can contribute to the reading, writing and speaking development of a young child.


10 minutes

Boys and girls come to the rug, I want to tell you about what I did this weekend.  I am going to list all the things I did and then I will let you guess what I did.  As I tell you the events, I will write down as "I Can" statements on a piece of chart paper. I begin by telling them: I can peel apples.  I can chop them up.  I can make some dough.  I can cut out a crust.  I can put it in a pan and put apples on top.  I can add butter, sugar and cinnamon.  I can add a top crust.  I can put it in the oven.  I can eat it when it cools.  I can make a _ _ _ .   I allow the children to make their guesses and then give them a thumbs up if they answer correctly.  Do you see anything that the sentences have that is the same? (Hopefully, they point out the "I" and the "can".) When we write "I can" statements, it lets people know what we can do.


20 minutes

In this lesson, I want the children to recognize and eventually read the "I can" statements around my room. It is one of the current trends in education to have the students be aware of what the classroom objectives are through these statements.  In an effort to help students take ownership of their learning there has been a move toward "I Can" statements.  If children understand the focus of the learning and have a clear goal, achievement will be improved.  Learning targets are designed to help students understand the expected outcome.  Whether they are class statements or individual statements, they focus students on what they should be able to do in the end.  

Think about things the you can do.  You are going to tell me a sentence that begins with "I can". As you dictate your sentences to me, I will write them on the chart, and then I will write your name after the sentence. Each of you will come up to the front to touch read their sentence. When everyone has an opportunity to participate, I will read the chart all the way through.

Now look at the "I Can" Station Posters that I have prepared for our classroom stations. Do you notice anything familiar about them? There are things that the you can do at each station.  Let's think of some things we can do at the writing station and I will put those ideas on the whiteboard for us to read.  I can take these ideas and add them to the writing station's sign. Today, we will just focus on the writing center's I Can Write sign and we will read the sentences together.



10 minutes

I have pre-made "sentence builders" which focus on sentences, words letters and sounds from the "I Can Write" chart.  The children cut apart the words, glue them in the correct order, and then illustrate the page.  As I walk around the room, I have them read the sentences to me.

Boys and girls, we have practiced "I Can" statements by listening to and reading our station charts, and by working together to create a list of "I Can" ideas for the writing station.  Now, I would like for you to take the words at the bottom of this page and put them in the correct order so that the sentence reads, I can write.  Then, I would like you to illustrate what you can write about.  I will come around to answer questions and to talk to Students working.