EL Support Lesson

Stamping Patterns

Your students will love learning about patterns and positional language as they create their very own piece of art! It can be used alone or as a support lesson for the Pasta Patterning lesson plan.
This lesson can be used as a pre-lesson for the Pasta Patterning lesson plan.
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This lesson can be used as a pre-lesson for the Pasta Patterning lesson plan.
  • Students will be able to recognize and create basic patterns.
  • Students will be able to create and extend patterns and describe patterns using positional language.
(3 minutes)
  • Gather the class together and display the collected materials.
  • Ask the students to look carefully at the materials and turn to a partner to share what they see, "I see ____."
  • Have students share out their ideas with the group. Then say, "These all contain patterns. A pattern is a design that repeats at least two times. Patterns can be found all around us. We can even create our own patterns."
(5 minutes)
  • 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.
(2 minutes)
  • 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.
(10 minutes)
  • 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.


  • Limit the material choices and type of patterns. Begin by focusing on either color or shape patterns, and choosing AB, ABB, or ABC patterns.
  • Provide additional sentence frames for students to utilize when describing their patterns. Model positional language using chairs or other objects to deepen understanding.


  • Encourage students to create more complicated patterns (using additional materials and/or ABBC/ABCD pattern types). Have students practice describing their patterns using positional language to a partner.
(5 minutes)
  • As students work, listen to them as they share with partners. Assess if they are able to accurately identify, create, and describe patterns to a partner.
  • Ask additional guiding questions: What makes this a pattern? If I extend the pattern, what would come next? What is next to the ____ in your pattern?
(5 minutes)
  • Collect the pattern papers and display them for the class to see in a "gallery" style. Have students walk around and show their patterns to their peers.
  • Highlight several different patterns, emphasizing the type of pattern and using positional language to describe the pattern.

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