Stamping Patterns

Explicit Instruction/Teacher modeling

• Demonstrate creating different kinds of patterns using classroom objects like legos, blocks, trains, crayons, etc.
• As you create your patterns, model thinking aloud to describe the kind of pattern you created (e.g., "I made a pattern with three repeating parts, it is an ABC pattern," etc.).
• Explain that all patterns must repeat at least two times and tell students to raise two fingers to show how many times.
• Model a movement pattern (e.g., clap, pat your lap, clap, pat). Then have students repeat the pattern after you.
• Have students identify the element that is repeating in one of your model patterns.

Guided Practice

• As a group, create a pattern using crayons (color focused) and describe the pattern using positional language, "The red crayon is next to the blue crayon."
• Create an anchor chart with phrases like "next to" or "to the right of" for reference.
• Pass out the materials used during your demonstration (e.g., blocks, crayons, cars, etc.) and pair students with a partner to create an AB pattern. If time allows, ask them to create an ABC pattern.
• Have several pairs share out their pattern with the class. Support them to use positional language to describe the placement of their items.
• Explain that now students will get to create their very own patterns using stamps.

Group work time

• Display the materials (stamps, paper, ink pads) and model how to choose 2–3 different stamps and/or ink colors.
• Review your classroom expectations in terms of gathering and sharing materials.
• Send students to choose their own materials and get to work.
• Pause students midway through the work portion and have them turn and talk to a partner to describe their patterns using positional language.