Group Size: Any

Time Required: 60 - 90 minutes

Learning Objective: Students will be able to code the text with a "P" for "prediction" and explain their predictions


Student Worksheet (attached)
Overhead transparency of student notes
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: As we have been discussing, making predictions helps you to stay engaged as you read. That said, we aren't always going to have a graphic organizer with us as we read.  Today we'll move from the graphic organizer to using sticky notes to code the text with predictions.

Direct Instruction / Guided Practice:  From here on, when you make predictions as you read, you will be coding "P" and explaining your prediction. Let me show you how this works.

This is an excerpt from a book called Sold by Patricia McCormick.  It's a story about a thirteen-year-old girl named Lakshmi from Nepal.  Lakshmi's guardian sells her to a glamorous stranger who promises to get her a job as a maid in India.   The girl undertakes a very long and difficult journey to India only to discover that she isn't going to be a maid.   Instead, she has been sold into prostitution.

(T will read the passage through "I fight back tears and find my voice.")

I predict that Lakshmi will escape because, although Mumtax is powerful, Lakshmi is so strong that she doesn't even cry.  Her strength will help her to survive and to escape.  

Notice that I used the word "because" in my prediction.  When you use "because," you link your prediction tot he evidence from the text, just as you would with a graphic organizer.  Let me show you how this will look when you actually code the text.

(On the overhead, T will write a "P" next to the last works he/she read.  T will then jot the prediction in the margin.)

Let's continue on.  Between here and the end of the passage, you should make one prediction.

(T will continue to read aloud.  S will read along and make a prediction.  T will allow time at the end of the passage for S to record their predictions as well.  T will then facilitate a pair / share.)

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: Remember, making predictions is a great way to sustain your engagement in your reading.  And now that you know how to code predictions, you can sticky note them anytime you make them as you read.

It's time for million dollar question!

1. How do we code predictions?

2. List the parts of plot.

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

4. Why do we make predictions?


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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