Reading Pattern Books

6, 7, 8

Learners will become more knowledgeable about the structures authors use to help young children learn to read. They will continue to work with a team of younger children using different strategies to verbalize their books. Learners will also identify themselves as philanthropists who help their community.

Lesson Rating 
PrintFour Forty-Five Minute Class Periods

The learner will:

  • describe two different strategies writers use to construct meaning from pattern books.
  • identify two verbal strategies which enhance understanding in children's books.
  • describe persons who help the community and analyze the responsibility young people have for helping the community.
  • Copy of Brown Bear, Brown Bear What Do You See?
  • Variety of pattern books (see Bibliographical References )
  • Echo Reading (Handout One )
  • Choral Reading Method (Handout Two )
  • Reading Pattern Books Rubric (Handout Three )
  • Planning/Reflective Rubric (Handout Four )
Home Connection 

Interactive Parent / Student Homework: Learners should share with their families the discussion held in class about the definition of someone who helps the community. They should ask their family if they agree with the class' definition and add their own thoughts on this topic. Learners should ask if their families agree that they are philanthropists in their work with the elementary children. Do their families believe that young people have a responsibility to volunteer to improve the common good? If so, how? If not, why not?


Adams, Pam (Illustrator). This Old Man. Auburn, Maine: Child's Play International, Ltd., 2000. ISBN: 0859536610

Ahlberg, Allen and Janet Ahlberg. Each Peach, Pear, Plum . New York: Penguin USA, 1999. ISBN: 067088278X

Brown, Margaret Wise. Runaway Bunny . Clement Hurd (Illustrator). New York: HarperCollins, 1942, Reissue edition. ISBN: 0060207655

Kubler, Annie (Illustrator). The Wheels on the Bus Go Round and Round . Auburn, Maine: Child's Play International, Ltd., 2003. ISBN : 0859531368  

London, Jonathan. I See the Moon and the Moon Sees Me . Peter M. Fiore (Illustrator). New York: Viking Children's Books, 1996. ASIN: 0670859184

Martin, Bill Jr. Brown Bear, Brown Bear, What Do You See? Eric Carle (Illustrator). New York: Henry Holt & Company, Inc., 1996. ISBN: 0805047905

The Importance of Using Multiple Methods of Reading Instruction Information is available on choral reading. 

Wadsworth, Olive A. Over in the Meadow . Anna Vojtech (Illustrator). New York: North South Books, 2002. ISBN: 0735815968

Wattenberg, Jane (Illustrator). Henny Penny . New York: Scholastic, 2000. ISBN: 0439078172


  1. Anticipatory Set:

    Say to the learners, “Try to remember back to when you were first learning how to read. Do you remember asking to have stories read to you over and over again until you almost memorized them? One of the easiest types of books to memorize is the pattern book. That is what we're going to look at today.”

  2. Day One: Read Brown Bear, Brown Bear What Do You See? to the learners. Reread, incorporating the skills of echo and choral reading in the demonstration. Use Echo Reading (Handout One) and Choral Reading Method (Handout Two) for assistance in the techniques.

  3. Have the learners brainstorm for a couple of minutes on what they noticed about the book:

    • It was short.
    • There were not many words per page.
    • It had repetitive patterns and rhythms.
    • Some of the same words were repeated page after page.
    • Most of each page was an illustration.
  4. List the methods used when reading the pattern book:

    • Read straight through the first time.
    • Echo read a few pages while pointing to the words, then choral read.
    • Echo read the whole book, then choral read the book.
    • Use these characteristics to develop a rubric or use Pattern Book Reading Rubric (Handout Three).
  5. Allow the learners to select short, simple pattern books to use with their elementary teams.

  6. Day Two: Review Pattern Book Reading Rubric. Form groups of three. Each learner will practice reading his/her pattern book to the other two learners in their group. The group will let the reader know areas which need practice (based on the Pattern Book Reading Rubric).

  7. Day Three: Go to the elementary classroom and form groups of a middle school learner with two elementary children. Read the pattern books incorporating strategies from Days One and Two. Learners should point out the pattern used by the author in telling the story.

  8. Day Four: Form a reflective sharing circle. Share what happened with the elementary teams. What patterns were discovered in the books? What did the children like most and least? What changes would make the learning more beneficial if the lesson were repeated? Would learners recommend this exercise to others working with elementary children learning to read?

  9. Remind the learners that philanthropy includes individuals providing their time, talent and/or treasures for the common good. Ask if they see themselves as philanthropists when they interact with the elementary children in their reading teams. Explain that ordinarily most people think of philanthropists as “millionaires” who give their money away. Have the learners brainstorm a description of someone who helps the community. How different is their description from that of a millionaire giving money away? Do the learners believe that young people have a responsibility to volunteer to improve the common good? Why or why not?


The Pattern Book Reading Rubric (Handout Three), Planning/Reflective Rubric (Handout Four) and response in the reflection journal may serve as assessments of learning for this lesson.

Cross Curriculum 

Students will recognize patterns in writing by reading pattern books to a small group of younger children. They will also use echo and choral reading strategies to help the children learn to read.

Philanthropy Framework

  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark MS.1 Define philanthropy as individuals and organizations providing their time, talent, and/or treasures intended for the common good throughout history and around the world. Give examples.
  2. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 01. Self, citizenship, and society
      1. Benchmark MS.4 Describe the characteristics of someone who helps others.
  3. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark MS.5 Describe the responsibility students have to act in the civil society sector to improve the common good.
  4. Strand PHIL.IV Volunteering and Service
    1. Standard VS 03. Providing Service
      1. Benchmark MS.1 Provide a needed service.
    2. Standard VS 05. Integrating the Service Experience into Learning
      1. Benchmark MS.2 Evaluate progress on the service-learning project before, during, and after the project.