July 16, 2017
|
by Sarah Sumnicht

Lesson plan

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Do you need extra help for EL students? Try the Sentence Parts and Making Predictions pre-lesson.
EL Adjustments
Grade Subject View aligned standards
Do you need extra help for EL students? Try the Sentence Parts and Making Predictions pre-lesson.

Students will be able to make a prediction based on evidence in a fictional text.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
EL adjustments
(2 minutes)
  • Tell students that together you are going to learn how to make a prediction while reading.
  • Review the definition of a prediction (i.e., something you think will happen based on clues or evidence).
(10 minutes)
  • Read a short story aloud, like Rochelle’s Birthday Surprise (stop reading after the fourth paragraph, ending with "bouncing around as boisterously as ever").
  • Display the Make a Prediction Sandwich worksheet using a document camera.
  • Model how to make a prediction using the worksheet and the mentor text (i.e., "I think Rochelle’s brother will knock over all the cupcakes and ruin Rochelle’s birthday because when he was jumping around, the counter was shaking").
(13 minutes)
  • Show a video read-aloud, like The Sandwich Swap by Queen Rania Al Abdullah (or read the story aloud).
  • Stop the video at 4:14 (when the two girls go to the principal's office after the food fight). Tell students to think about what they they think will happen next based on evidence from the story.
  • Call on a volunteer to share their prediction (i.e., "I think Salma and Lily will make up and decide to eat lunch together again."). Write the prediction on a piece of chart paper.
  • Hand out sticky notes and have every student write a piece of evidence from the story that could support the prediction (i.e., "They are best friends and they always do everything together," or "They both felt bad about what happened as a result of their argument.").
  • Invite students to come place their sticky note on the chart paper. Then, read the evidence aloud. (Note: stack duplicates to avoid reading the same answers multiple times.)
  • Repeat with another, different prediction. (For example, "I think Salma and Lily will visit one another's houses to see how their sandwiches are made," "I think Salma and Lily will discover some similarities about their sandwiches," or "I think Salma and Lily will trade lunches so they can try one another's sandwiches.")
(10 minutes)
  • Have students read "The Kitten." (Note: prior to handing out the story, cut the text after the third paragraph ending with "its fur was as soft as Rosie had dreamed it would be," so that students can't read the end of the story.)
  • Hand out the Make a Prediction Sandwich worksheet and instruct students to make a prediction and complete the worksheet independently.
  • Circulate and offer support as needed.

Support:

  • Provide additional examples during guided practice.
  • Provide partially completed graphic organizers (i.e., one piece of evidence is filled in) and allow students to complete the missing parts.
  • Allow students to draw pictures instead of writing in the graphic organizer.

Enrichment:

  • Have students apply the skills learned to write a prediction about a book or movie of their choice.
(15 minutes)
  • Hand out an index card or piece of scratch paper to each student.
  • Verbally tell a short story (i.e., "Junie was invited to her friend Greg's birthday party. She was excited about the party, but she felt bad because she didn't have enough money saved to get him the perfect present, a model airplane kit. On her way home that day, she saw a man drop a 10 dollar bill. She knew she should return it, but as she bent down to pick it up, she saw the toy store window right across the street.").
  • Give students the choice to act out, draw, or write their prediction of how the story ends. Students can use their index card or paper to plan, draw, or write.
  • Have students gather in groups of four and present their prediction to their group, explaining the evidence and reasoning that led them to that prediction.
  • As groups meet, circulate and observe to check for understanding.
(5 minutes)
  • DISCUSS: Is it important that our predictions be correct? How can making predictions make us better readers?

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