# Using the Author’s Clues to Make Predictions

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## Objective

SWBAT use text evidence to base their predictions about what will happen next on.

#### Big Idea

After this read a-loud, your students will begin to focus on and make good, logical predictions using the author’s clues.

## Preview

Common Core Connection:

Making predictions is not a new first grade skill, but what is new is the depth and rigor of the level at which CCSS expect first graders to be able to perform this skills as they relate to the Key Ideas and Details standards.  Much of the rigor stems from teaching students to ask questions that are based on text they are reading and to use evidence from the text to answer those questions will help them fluency and comprehension.  As the text takes center-stage, we need to teach students to ask and answer more and more sophisticated questions about what might happen next in a text (predictions) and what is going on in a text (inferences).  We also have to use sophisticated enough texts to make the endeavor interesting and worthwhile for our students to engage in.

Lesson Overview:

In this lesson I read a-loud Duck for President and had my students think about the clues the author gave them to make logical predictions.  They then worked in pairs to read a short story that was more on their level and predict the ending using the author’s clues.

Materials:

## Introduction

5 minutes

I began this lesson by reminding my students this week we were learning about making predictions and inferences, and I reminded them that a prediction was a good guess about what or why something will happen next based on what they knew from the text already. I also reminded them that when they make an inference they use what they know from the text (or see in the picture) to decide what is happening right now.  In today’s lesson, I told my little ones, we would practice more with making logical predictions - or predictions that made sense.

## Guided Practice

15 minutes

Before I started reading Duck for President I displayed the Make the Prediction: Whole Group Guided Practice chart on the Promethean board, and, to activate prior knowledge, I also had my students’ partner share about what it means to be responsible.  When they were finished sharing I used the magic cup (Demonstration: Magic Cup) to select a student pair to share their interpretation of what it means to be responsible.  These students shared back that to be responsible means to listen to the teachers and follow directions, be safe, and to respectful, which are the most fundamental rules at our school.  The rest of the class showed me they agreed by showing me a thumb up (Demonstration: Thumb Up, Thumb Downs).  I wrote their response on board, and then we turned to the Make a Prediction: Whole Group Guided Practice chart.

I continued by having my students think about what their responsibilities as students were.  As my students called out their responses I added them to the student section on the chart.  The responses included: follow the school rules, follow the class rules, listen to the teacher, finish all work, turn in homework, return library books, keep the playground clean, be safe, and don’t play in the bathroom.  When they were finished telling me their responsibilities I stated that we all have responsibilities and jobs to do.

## Collaborative Activity

15 minutes

In this activity I wanted my students to partner read a short story and make their own predictions about what would happen next.  To do this I displayed the What Will Sam Do? Activity sheet on the Promethean board and instructed my students they would work with their partner to read the story and make a prediction.  I also showed them the stopping place (I marked the stopping point with a post-it in each of their books ahead of time) and made sure they knew to stop there.  On the back of the activity sheet they needed to write what clues they found that helped them make that prediction.

To make sure they understood, I then had my students partner share with their table partner what the directions to this activity sheet.  When they finished sharing I used the magic cup to select a partner pair to restate the directions to the class.  When I was satisfied they understood the directions I had them stand up to find their partners.  Once they were teamed up with their work partner, I directed them to sit at the partners desk they were closest to.  As I passed out their activity sheets I reminded them they needed to look for the clue that the author gave them that would help them make their prediction.

As my students began to work I circled around to each group to make sure they were working and finishing their activity sheets.

At the end of 10 minutes I used the magic cup to select three student pairs to share their work with the class.  As the class listened they showed me a thumb up is they agreed with the predictions the selected students made.

When we finished this activity we transitioned into the independent part of the lesson.

## Independent Practice

15 minutes

During this time my students are in their leveled reading groups and rotate through independent activities.  Journal writing is one area I include to give my students more practice developing the skills they practiced during the guided practice and collaborative activities.  In today’s journal I wanted my students to focus on the fact that they make their predictions from author clues.  The prompt I put on the Promethean board: What clues did the author give you that helped you make your prediction that Duck would not be happy being president?

## Ticket Out the Door

5 minutes

For a sticker my students worked in pairs to answer this question: How does the author’s clues help you make reasonable predictions?