Making Predictions
The students will be able to make predictions using prior knowledge, pictures, illustrations, title, and information about the author and illustrator.
Essential Question
Why is it important to make predictions while reading?
Grade(s):
- Kindergarten
- 1
- 2
- 3
Subject(s):
Recommended Technology:
Other Instructional Materials or Notes:
- A book for read-aloud
- Chart Paper
- Markers
- Sticky notes
- Pens
- Clip boards
Lesson Progression
- Students will begin the lesson on the carpet. The teacher will begin the lesson by explaining to students what prediction means, how to make predictions and the importance of doing it when reading.
- The teacher will introduce the story chosen for the read-aloud. The teacher should conduct a ‘sneak peek’ of the book with the class, discussing what they notice.
- The teacher will then read the story to the students. The teacher should stop multiple times during the reading to have students predict what will happen next...Making sure to push students to use everything they know about the book so far to help them.
- (Depending on how many times you stop to make predictions throughout the story, you should create a chart on the chart paper with the headings ‘prediction 1…prediction2…etc.) Each time that the teacher stops, students make a prediction. Students will write on a sticky note what their prediction is and stick it on the chart. The teacher should continue reading and demonstrate how to check whether or not the prediction made was correct. The teacher should stop and discuss some of the predictions that were made at that time, and ask the particular students why they predicted that.
- After reading the entire book, the teacher should close the mini-lesson by reviewing some of the predictions made, and the reasons for making predictions.
- Students should be sent to a designated reading spot to read books on their levels for at least 20 minutes. Before sending them off, students should be reminded that they need to make predictions before reading their stories as well as during their reading.
- Once students have read for at least 20 minutes independently, students should get with a partner and read. Partnerships are reminded to make predictions before and during their reading. Students should be given 7-10 minutes to read with partners.
- After partner reading, students should return to the carpet as a whole and the teacher will share all of the great things noticed while they were reading. Students should be given the opportunity to share some of the predictions they made during independent reading or during partner reading.
Teacher Notes
For students who are having difficulty understanding the concept of making predictions, model how to make predictions for them. Share what you are thinking and what made you think that way.
Students who have mastered the concept can help other students. These students can also be challenged to make predictions about what they think might happen after their book ends.
Standards
- ELA.C.8 Through collaboration, react and respond to information while building upon the ideas of others and respecting diverse perspectives.
- ELA.AOR.3 Evaluate how an authors choice of point of view or perspective shapes style and meaning within and across literary texts.
- ELA.AOR.5 Evaluate and critique how an author uses words, phrases, and text structures to craft text.
- ELA.AOR.5 Evaluate and critique how an author uses words, phrases, and text structures to craft text.
- ELA.C.9 Evaluate and critique ideas and concepts interactively through listening and speaking.
- ELA.C.8 Through collaboration, react and respond to information while building upon the ideas of others and respecting diverse perspectives.
Assessments
Students will be assessed during the mini lesson through questioning. They will also be assessed on whether or not they were able to make clear predictions.