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Year 1 Narrative Unit 2 –

Stories from a range of cultures/predictable patterned language.


Read a selection of stories with predictable and patterned language. Include examples from or about different cultures.

Read each story aloud more than once and discuss what makes a particular story distinctive. Look for patterns, for example repetition, rhythm, rhyme. Demonstrate how to use these features to support reading: for example, identify a pattern where the final word rhymes in each pair of lines and use this to check for accuracy and meaning as you read. Involve children in trying this themselves.


Talk about the effect of patterns of language and repeated words and phrases, for example changing the pace of the story, making it memorable, giving a character a catch phrase, signalling the next part of the story. Encourage children to express their response, for example which words, phrases or patterns they liked and why.


Once children are familiar with a story, encourage them to join in and then recite parts of the text.


Learning outcome:

Children can recognise language patterns and repeated words and phrases in a text and discuss their effect on a reader.



In the poem which I have written for the children, the world in which we live is thought about and contrasted by  a snowman, who, I say comes from a planet of freezing white snow.  Of course, the children will know that he doesn't really go to this world but lives a short life in this world, but in story-telling anything is possible.


I'm not sure whether coming from a cold wintry region constitutes another culture, but it is certainly a world that children who see winter in their country, will know a bit about and this means that from an early age, children will have opinions and thoughts.  


This poem starts with a two line introduction, followed by a two line statement by the snowman.  He, bit by bit, speaks of his world and then contrasts it with ours with its various seasons.  Get the children into the "shoes" of the snowman, and ask them to tell you all the things they would miss about our world if they only saw a wintry scene each and every day.  


I have done some follow-up questions which can lead them into discussion and learning, for they can learn about which creatures live in the polar regions of our planet, and how they manage to survive.  


Read the poem to them once or twice, without them seeing the words, so that they absorb the images.  Then read it again stopping at the rhyming words.


Write the first line of the snowman's statement on the board and when you read it again, they can say it each time.  Eventually, when they can read the words, you can split the class into little groups and divide the reading parts between them.  Perhaps one side can read the main part of the poem and the other side can read the snowman's response.


The predictable and patterned language?  The rhymes and the responses, using similar language and with the snowman's responses having the same rhymed endings each time.  This should be quite different to other material you are using for this section of the syllabus, and will be lots of fun for the children I think.  


Really Looking

In a Snowman's World on new website