This is the first lesson in my predicting unit. My goals for these lessons is the kids learn to predict based on text evidence, rhythm, rhyme, foreshadowing, story structure, voice, and other text features. This is part one of a 2 part lesson where I use this 'peek and predict' strategy, encouraging kids to look at words and illustrations to make a good prediction. In my second lesson, Peek and Predict (Part 2 of 2) students practice this strategy a second time.
I chose these books because the are great reads. My kids LOVE the Knuffle Bunny series and almost all of them have read the first book. The Amos and Boris story is a classic and I love to have the kids read classics. So much literature feeds off the themes of these timeless series. These books were great for predicting because the illustrations really showed off the characters, settings and events. The endings were fairly predictable so the kids felt a sense of success when they were able to predict correctly. In Peek Into Predicting (Lesson 2 of 2), I will use this SEE/KNOW/READ strategy again and give students more autonomy identifying story structure and predicting.
Predicting is not listed specifically in the Common Core State Standards for reading as a discreet skill that students learn. However, my viewpoint is that predicting is a very important skill that can be addressed in a variety of ways through the objectives that the Standards can be broken into. For examples, you can predict using the structure of the text (RL.2.5) as I did in this lesson, or you can predict by looking at how characters in a story respond to major events and challenges (RL.2.3) or you can predict by asking and asking questions to demonstrate understanding of key details in the text (RL.2.1). Instead of just listing reading strategies, such as predicting, connecting, summarizing, the CCSS goes deeper. It asks students to use the text, illustrations, story element, structure, and other deeper comprehension skills and demonstrate these strategies.
** I revised this worksheet the 3rd time that I taught this lesson for several reasons. I wanted the the kids to write the title of the book at the top. I also wanted the columns wider to match some of my kids' writing abilities. Finally, I took off the 'prediction' at the bottom because I had them write it on the 'peek and predict' folder instead.
Underlined words below are lesson vocabulary words that are emphasized and written on sentence strips for my Reading & Writing word wall. I pull off the words off the wall for each lesson, helping students understand this key 'reading and writing' vocabulary can be generalized across texts and topics. The focus on acquiring and using these words is part of a shift in the Common Core Standards towards building students’ academic vocabulary. My words are color coded ‘pink’ for literature/’blue’ for reading strategies/’orange’ for informational text/'yellow' for writing/’green’ for all other words.
Engage the students
Explain the task
Encouraging students to cite evidence to ask and answer questions is an emphasis from the Common Core State Standards. In this lesson, I want them to make good predictions, using evidence from the text (the peeking). Using information gained form the illustrations and words in print to demonstrate understanding of characters, setting and plot helps them be better readers who interact with the text. (RL.2.7)
Explain the task
In this lesson, I’m referring to the SEE KNOW READ chart that we will do again tomorrow in part 2. Today, I'm giving them more support with how to ask and answers questions. The Common Core emphasis on close reading and using questions with text dependent answers (RL.2.1) shifts the responsibility of reading comprehension more on students. I want them to not only think of the questions to help them focus their prediction, but also use evidence from the text (illustrations and words) to verify the answers.
Set up a prediction
By focusing on the overall structure of the book, including the beginning of the book the introduces the characters and setting as well as the end of the book that concludes with the actions and events, I'm helping students analyze the structure of the text, including how the beginning and end relate to each other and to the story as a whole. (RL.2.5) The Common Core State Standards encourages us, as teachers, to carefully create these structured situations that allow students to examine the parts of the story, predicting and verifying information independently after careful modeling.
Read and look for support for the predictions:
Students work on the project
Scaffolding and Special Education: This lesson can be easily adjusted up and down, depending on the academic level of your students.
For my special education students, I gave them prompts for the SEE/KNOW/READ paper by writing ideas on the slate at their desk. I called on them specifically for clues with the illustrations, because those tend to be more obvious. They did well with illustrating their 'peek and predict' folder.
For students with higher academic abilities, I would expect higher vocabulary related to the beginning (neighbors, classmates). Ask them about their evidence or support for their prediction - If they say that the girl will be scared, can they reference her facial expressions. If they guess that the bunnies are switched, can them reference the word 'description' or 'details' in the picture. Challenge these students to use words to describe this evidence.