Predicting

1. Predicting Click to continue for each slide…

2. Skills Addressed • Utilizing prior knowledge • Examining pictures and other text features • Recognizing patterns • Developing informed guesses • Analyzing supporting details and evidence from text

3. Strategies • Each strategy is fully explained with examples. • All strategies must be modeled before having students complete on their own. • It is recommended that after modeling, students practice the strategy with a partner before they independently apply it to a text.

4. The 4 P’s of Prediction • Pictures, Patterns, Prior Knowledge, and Proof. Detailed lesson plan are provided in the curriculum. • Model a think aloud sharing details concerning a selected illustration that could be placed on an overhead, Smart Board, or projector. It is critical to explain to the students that prior knowledge and evidence help to make the most accurate predictions. Ask student to TPS what they observe and notice in the picturesorillustrations. Ask students to find proof for their predictions while taking a picture walk through the book. For the students to practice predicting, they should not be shown the ending of the story.

5. The 4 P’s of Prediction continued • Once the rest of the book has been completed, students should be directed to find the 4 P’s to share and discuss with a partner. The students should also explain how their thinking was confirmed by the 4 P’s they discovered. After, students should analyze and explain one pattern they discovered in the text. • Students must be reminded that the pattern of a storyoften changes slightly at the end. In addition, share that many times changes in the pattern tell the readers the end is coming soon. Pattern ABCABC Prior Knowledge Pictures Proof

7. Key Vocabulary Words • APK- Begin making a pattern using concrete objects; for example, a shirt, pants, and socks. Ask the students, “What would come next?” After they have responded with predictions, ask them how they knew the answer. Teachers must repeat and rephrase what the students say to indicate specifically what they found in the pattern to develop their predictions. Finish the think aloud with, “We look for patterns when we read to help us understand or comprehend what the author is saying.” • “Let’s attempt using words to make a prediction. Slide, swings, climbing bars, children and teachers.” Give a moment for the students to think and then ask, “What am I?” Once the students have answered, ask them, “How did you know that it was outside and what made you think it might be a playground at a school?”

8. Key vocabulary words Continued • OBJ- “Today we are going to use what we know about visualizing and patterns, as well as what we have learned from our prior knowledge and word study to make predictions and inferences about a book.” • TIP- Display the key vocabulary words from a text without showing the text. • Think Aloud #1- Model a think aloud showing one way you might choose to group some of the words. tyrant theocracy democracy monarchy oligarchy aristocrats

9. Key Teacher Vocabulary Continued • Think Aloud #2- Model another think aloud asking the students to help you label another set of words. • SAP- Guided Practice “Word with a partner to group and label the rest of the words. Make sure you can explain your reasoning. Can you make a prediction about what a text including these words might be about?” • TIP- Read the text without revealing the title or other text features. Stop about half way through the book for students to change or revise their prediction based on the new information. Complete the reading of the text and prove or disprove predictions.

10. Title analysis • Students should write a one paragraph response, predicting what the text will be about utilizing the Focused Reading graphic organizer.