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


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.

Closing: Today we talked about making predictions, or making an educated guess about what will happen next in a story based upon what we have already read.  Remember, making predictions is an important reading strategy for sustaining your own engagement in your reading.

It's time for million dollar question!

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

2. What is foreshadowing?

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

4. Why do we make predictions?


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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