Eltam journal no 2 8th eltam iatefl tesol international biannual conference managing teaching and learning

Pattern Books 
Pattern books are stories which use repeated phrases and rhymes. The predictable patterns allow 
beginning L2 readers to become involved immediately in a literacy event in the second 
language. The use of pattern books can be seen as literacy scaffolds because they are modelling 
r
eading, challenging students’ current level of linguistic competence and supporting 
comprehension with the repetition of a simple sentence pattern. In addition, pattern books 
regularly have pictures that can facilitate story comprehension. When students make 
predictions, they form ideas about the future based on what they already know or believe. A 
predictable book is one that uses patterns, sequences, and connections in the pictures or words 
whichenable children to guess what will come next in the story. Predictable books can be used 
to help children learn what to expect from spoken and written language.
First, teachers need to choose a variety of predictable books to read with very young learners, 
such as picture books with basic vocabulary and simple rhyme patterns and let children 
anticipate what word comes next, for e.g. One Fish, Two Fish, Red Fish, Blue Fish by Dr. Seuss; 
Drummer Hoff
by Barbara Emberley; Rap A Tap Tap by Leo and Dianne Dillon; Bringing the 
Rain to Kapiti Plain 
by Verna Aardema. Then, teachers should enable children to repeat simple 
phrases or refrains with a reader. Teachers also need to use children's favourite books over and 
over again. Young children may want to hear the same poem or book many times, and thus they 
get to know the word patterns. Many children like to fill in the blank when teacher leave out a 
word or two at the end of a sentence. Some children will enjoy catching the "mistakes" when 
teacher playfully change a few words in a familiar book. Teacher can also expand on children's 
predictions - children can make up dialogue between protagonists in nearly or completely 
wordless books. Children who know a book well can discuss different versions of the same 
story. 
Example of a pattern book: Brown Bear, Brown Bear, What Do You See? 

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TEACHER READS: Brown Bear, Brown Bear, what do 
you See? 
(Teacher turns the page and children see a picture of a red 
bird) 
CHILDREN REPLY: Red bird! 
TEACHER READS: I see a red bird looking at me! 
Red bird, Red bird, what do you see?
(Teacher turns the page and children see a picture of a 
yellow duck) 
CHILDREN REPLY: Yellow duck! 
TEACHER READS; I see a yellow duck looking at me. 
Yellow duck, Yellow duck, what do you see?
(Teacher turns the page and children see a picture of a blue 
horse.) 
CHRDREN REPLY: Blue horse looking at me. 

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According to Peregoy & Boyle, 2012, a partial list of pattern books that have proven successful 
with older and younger English language learners includes the following: 

Allard, H. (1979). Bumps in the Night. Garden City, NY: Doubleday. 

Brown, M. (1947). Goodnight Moon. New York: Harper 8€ Row.

Carle, E. (1977). The Gronchy Ladybug. New York: Croweli.

de Paoia, T. (1978). Pancakes for Breakfast. Orlando: Harcourt Brace Jovanovich. 

Flack, M. (1932). Ask Mr. Bear. New York: Macmilìan. 

Gaîdone, P. (1975). The Gingerbread Boy. Boston: Houghton Mifflin.

Hoban, R. (1972). Count and See. New York: Macmilian. 

Keats, E. J. (1971). Over in tbe Meadow. New York: Scholastic.

Kent, J. (1971). The Fat Cat. New York: Scholastic. 

Martin, B. [1967). Brown Bear, Brown Bear, What Do You See? New York: Holt, 
Rinehart & Winston. 

Mayer, M. (1968). If I Had. . . .New York: Dial. 

Polushkin, M. (1978). Mother, Mother, I Want Another. New York: Crown.

Sendak, M. (1962). Chicken Soup with Rice. New York: Schoiastic.

Tolstoy, A. (1968). The Great Big Enormous Turnip. New York: Watts.