Before beginning a new strategy, I like to review what choices we already have covered and practiced as a class. They have quite a few to choose from so I ask them to choose one they have actually practiced on their own. Today my class focused on monitoring and the Tricky Word Strategy. We did a brief review of each and I asked for success stories with using them. I also ask if anyone thinks they might try one of them soon in the future. When students say they will try it out, I like to say to them, "please show me when you do use it so I can be amazed at how well you used it in your reading."
It is time for the new strategy. It made me feel really good that today they are now expressing their excitement for this new focus lesson. Today we are going to predict. I write the word on the board and ask them to help me come up with a working definition that we all can understand and use. The class decided that the best way to describe it was a guess that you make on what will happen next. Then the most amazing thing happened, a student said we needed to add that we should include evidence when we predict so we know where we got our ideas from. AMAZING!
As soon as I make a big deal of this, we agree it should be added. I then ask what we use for evidence. This causes silence. I ask them to turn to their elbow partner and try to come up with where would get evidence for our prediction. I give them a couple of minutes, and then we discuss their ideas until we come up with the evidence coming from the text we are reading. I then had a student say that sometimes we predict based on our schema (love that word). The class decides that you can use prior knowledge if you explain your connection.
I then ask them to practice a few with me. So I give a few examples from the top of my head. An example would be, Sam studies for his math test and practices a few problems the night before. What is their prediction?
I have them take out their white boards. On their white boards, I want them to write what things we might predict when we are reading. I give them a start on the first one and say we can make predictions about the characters. I then let them have a few minutes to add when we might predict to their white boards. We then discuss what they wrote and confirm which ones we feel are relevant. They are good at this and have some great ideas.
My favorite part is next, the read aloud. I have chosen The Diary of a Worm, by Doreen Cronin. I explain that I will read and ask for their predictions as we go. The trick is each prediction has to have evidence to go with it. They can use the text and the author's words to give their prediction credit.
I will model the first prediction. This is usually enough to start students on the right track. You can always stop here and ask them what they saw you do to make sure they understand how they will predict.
I read and they predict along the way. I also model other reading strategies. Today I did check for understanding, does it make sense, and rereading.
I hand out stickies to each student and ask them to write a prediction with evidence on what the worm might write in his diary in the future. I then allow them to share their prediction with their neighbor and then with the class.
To practice we are going to play BINGO. I let them rip up their sticky to use as the bingo markers. I have a bought Predicting Outcomes Bingo game for this, but it would be very easy to recreate something like it. The bingo board has 9 spaces that have a possible prediction on each. They are simple predictions and only one sentence long.