Skip to contentContribute to ReadWriteThink / RSS / FAQs / Site Demonstrations / Contact Us / About Us



Contribute to ReadWriteThink

ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you.



Professional Development

Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.



Did You Know?

Your students can save their work with Student Interactives.

More more

HomeClassroom ResourcesLesson Plans

Lesson Plan

Using a Predictable Text to Teach High-Frequency Words

E-mail / Share / Print This Page / Print All Materials (Note: Handouts must be printed separately)

Grades K – 2
Lesson Plan Type Standard Lesson
Estimated Time Two 30-minute sessions
Lesson Author

Helen Hoffner, Ed.D.

Helen Hoffner, Ed.D.

Ridley Park, Pennsylvania


International Literacy Association


Student Objectives

Session 1

Session 2


Student Assessment/Reflections



Students will

  • Recognize high-frequency words through the reading of a predictable text

  • Compose sentences using high-frequency words from a predictable text

  • Write their own stories using the format and high-frequency words from a predictable text

back to top


Session 1

1. Initiate a discussion of pets with your students by asking questions such as:
  • Do you have any pets?
  • Has your pet ever run away?
  • How did you find your lost pet?
2. Have You Seen My Cat? to the class. After reading, discuss the story with your students.


Have You Seen My Cat? is a predictable text that lends itself well to choral reading activities. Using a Big Book version of the text, invite the class to read the story with you. Point to each word as the students are reading. Two sentences are repeated throughout the book: "Have you seen my cat?" and "This is not my cat." If you are not able to obtain either a Big Book version or multiple copies for students to read from individually, have students read along with you by writing these two sentences on the chalkboard.

4. Present two sentence strips to the class. One strip contains the sentence, "Have you seen my cat?" The second strip contains the sentence, "This is not my cat." Ask students to read the two sentences with you.

5. Cut the sentence strips apart into individual words, keeping each sentence's words together.

6. Shuffle the two groups of words from the sentence strips and display each sentence's words in random order.

7. Ask a student to assemble one set of sentence strip words to form the sentence, "Have you seen my cat?" (Make certain that there is a slip containing the question mark.) Then ask another student to assemble the other set of sentence strip words to form the sentence, "This is not my cat." (Include a slip containing the period.)

back to top


Session 2

1. To review the story, read aloud Have You Seen My Cat? to the class. Discuss the story with the students.

2. Give each student a copy of the Word Cards. Ask students to cut the words apart then assemble the cards to form the two sentences: "Have you seen my cat?" and "This is not my cat." Students can use the blank cards to write alternate endings to the sentences.

3. Invite the class to share their alternate endings of the two sentences. Write students' responses on the chalkboard.

4. Have students write their own story using a similar format. Students can expand upon the predictable text and write similarly themed sentences in a variety of formats. For example, students might write, "Has anyone seen my rabbit?" and "I have not seen your rabbit." After writing their story, students can input their text into the interactive Stapleless Book. This interactive enables students to type the text for their story, then fold the 8"x11" printout into a book. Room can also be left in the book for students to draw pictures and illustrate their story.

back to top



  • Invite students to work in pairs writing sentences using a format similar to Have You Seen My Cat?. Students can work at the chalkboard or use small dry-erase boards at their seats. For example, one student might write the sentence, "Have you seen my turtle?" His partner would then write the response, "No, I have not seen your turtle."

  • Working in pairs, students can create rhyming words by accessing the interactive Construct-a-Word. This interactive enables students to create words by combining onsets and rimes. Help students select the at ending to begin making words that rhyme with cat.

  • Copy the blank Bingo Game worksheet to create a customized review game for the class. Write the words have, you, seen, my, cat, this, is, and not on the chalkboard. Distribute the blank Bingo Game worksheets and tell students to write the words in the blanks. Students can write the words randomly in any blanks they choose. There are 25 blanks and only 8 words. Consequently, the words will appear more than once on each card. This repetition will be beneficial and will assist students in learning the words. When the class has finished writing the words on their cards, you can use them to play a bingo game.

back to top



  • Use the Student Evaluation Sheet to measure the effectiveness of this lesson for each student.

  • Observe each student's participation in the choral reading of a predictable text.

  • Keep anecdotal notes on each student's enthusiasm and comfort with the activity.

  • Evaluate each student's ability to read the high-frequency words contained on the Word Cards.

  • Evaluate each student's ability to form sentences using the high-frequency words contained in a predictable text.

back to top