On Hand: The Boy Who Cried Wolf by B.G. Hennessy (2006) or any other picture book that has a repetitive language.

Mini-Lesson: Read the story twice, and on the second reading, invite students to chime in on the repeating refrain. Then begin a chart of familiar books that have a refrain. Write "Title" on the left, and "Refrain" on the right. For example:

            While focusing on refrains, you might want to discuss the difference between intended repetition and overuse of familiar sentence patterns. Writers use repetition to create a poetic rhythm:

"Not I," said the Duck.

"Not I," said the Cat.

"Not I," said the Dog.

"Then I will," said the Little Red Hen. And she did.

            Suggest that students read their work aloud to see if the repetition they use creates the sounds of poetry or whether it simply bores the reader.

Extension: Write the text of familiar chants and rhymes on chart paper for choral readings. For example, you might use the following:

Three Little Monkeys:

Three little monkeys swinging from a tree,
Teasing Mr. Alligator, "Can't catch me!"
Along came Mr. Alligator slowly as can be
Then . . . SNAP!
Two little monkeys swinging from a tree,
Teasing Mr. Alligator, "Can't catch me!"
Along came Mr. Alligator slowly as can be
Then . . . SNAP!
One little monkey swinging from a tree,
Teasing Mr. Alligator, "Can't catch me!"
Along came Mr. Alligator slowly as can be
Then . . . SNAP!