Knowledge of patterned books provides the reader with a framework of mutually understood rules between the author and the reader. This schema of rules guides the reader to predict the story grammar and the progression of the text that has been recorded by the author. These patterns act as an additional cueing system and aid special needs students in fluency and comprehension. Patterned books need to be modeled, demonstrated, discussed, and reinforced if children are to become aware of the built-in cueing systems. As children become aware of the patterns, they can begin to find these patterns in similar books they select for independent reading. Seven selected patterns in children's literature that teachers should become familiar with before introducing their students to patterned books are detailed: (1) repetitious; (2) rhyming; (3) counting; (4) alphabet; (5) add-on stories; (6) circle; and (7) good-bad-good-bad. (Contains 3 tables.)