Group Size: Any

Time Required: 60 - 90 minutes

Learning Objective: Students will be able to make predictions about what will happen next in a story

Materials:

Student Worksheet (attached)
Sticky Notes for coding the text

Do Now: (Add a Do Now to the Student Worksheet so that students (S) have something to complete upon entering the room. I like to use this opportunity to spiral skills from prior lessons or to ask students to journal about a life experience that might help them to make a connection with today's lesson.)

Connection: Yesterday we practiced making predictions using a graphic organizer.  Today we're make sure that our predictions flow logically from evidence in the text.

Direct Instruction / Guided Practice: Can someone please remind me what it means to make a prediction before we get started?  (Target:  To make an educated guess about what will happen next based upon what you have already read)

Yesterday as you were working, I saw a lot of us working hard to make excellent predictions.  I also saw that a number of us seem to share a couple of stumbling block.  First, I saw that our predictions did not always grow logically from our evidence.  Second, I noticed that some of us were making inferences or drawing conclusions instead of making predictions.

The best way to address this problem is analyze a few predictions together.

(T will read the first prediction and think aloud as follows.) Well, this seems logical.  If Bella is pretty, she will probably get a lot of attention from boys, which would mean she might become popular.  Because I think this is a logical prediction--that is, the prediction grows logically out of the evidence--I will put a check in the smiley-face column.

Work with your table partner to determine whether these predictions hold water.

(T will allow time and circulate to listen for misconceptions.  T will then facilitate a share out.  Target: Prediction 2 is an illogical prediction; Prediction 3 is an inference. Predictions 4 and 5 are logical predictions.)

LinkNow it's your turn. As you read today, what will you be doing? (Have a student share out the "Links" section of his/her worksheet.)

Independent Practice: (S will read silently and code the text and record their predictions.

Since all S should have selected literature circle novels and scheduled meetings with their literature circle groups for this week, small groups of students may be holding their meetings at this time.

T will either hold individual conferences with students to monitor progress and to support individual goal-setting or pull small groups for guided reading / other interventions.)

Share: Our time for today is up. Please feel free to turn to your partner or take a short walk to your literature circle group and share your work for today.

It's time for million dollar question!

1. What is the difference between making a prediction and making an inference?

3. Note to the Instructor: Insert a question here that spirals learning from previous units.

4. Why do we make predictions?

Differentiation:

Graphic organizer
Gradual release during Introduction to New Material / Guided Practice
Literature circle novels are differentiated by reading level and by choice
Opportunity for small-group work at the conclusion of Introduction to New Material/Guided Practice
Active reading strategy: coding the text
One-on-one Reader's Workshop conference to support individual students and to encourage individual goal-setting

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