To open this lesson students need to remember and briefly practice what we have done with visualization. I do a "brain warm-up" that focuses them on creating some mental pictures in their brain. I tell the class to close their eyes and try to visualize what I am saying. I start with some pretty easy thinks like a little boy in overalls riding a bike, and then I move to sillier ones. They really got a laugh out of a pink elephant dancing to the Black Eyed Peas.
From our visualization practice I move into predicting. I use the same examples from above and we begin predicting what might happen next. So for the first couple they just have to muster a reasonable prediction. For the last examples, I ask them for a prediction, but to include evidence for why they think that. The pink elephant might be practicing for a talent show and the evidence is that she is dancing.
Modeling and guided practice are going to blend in this part of the lesson. I want students to practice their visualizing skills, but focusing on the details that are written or inferred. The book I like to use is called Family Huddle, by Peyton, Eli, and Archie Manning. (In case you are not aware, they are the professional quarterbacks for the NY Giants and Denver Broncos.) Not all of my students know who these men are, but many do. That is half of the excitement; watching many of the light bulbs go on as they figure out who the characters are.
In order to be a good reader, who understands what they read, students need to use Predicting as a during reading strategy. For most of my class this was a review. When I asked them what it means to predict, they all had responses that were similar. The one that seemed very clever was a student that explained it as telling the future. Although they know what predicting is, Common Core wants students to use evidence to give credit to their prediction. I give an example of this from an article we had read the previous day. I modeled both predicting with and without evidence. We then decided as a class that a prediction with evidence sounded better and stronger.
They are now ready for me to read. As I read, I will stop to ask students to predict or visualize what the author has written. I have included a few of those students explaining either their prediction or visualization. You will notice that the art of adding evidence is not there yet. It will take more lessons to get them used to this new concept.
To practice predicting we are going to do this ongoing through the year. Adding evidence is so new that students are going to need more guided practice before doing it on their own.
One way I like them to practice is by using their white board, sticky note, or even an iPad. I will go back and read them a page and have them draw their prediction for the next page. They need to add the details that visualized while I read. For times sake, I will only do one round of this and do this method again with other stories we will be reading.