Inferring Predictions About Text Events or Actions
Lesson 8 of 11
Objective: SWBAT....make and support predictions made about events in the text "Bud Not Buddy".
Creating the Purpose
I gather students on the carpet and ask, Have you ever had someone guess how you felt about something and they were completely wrong? and then ask How about someone who guessed about something and were completely right about what you liked? I take student responses and share that yesterday two students guessed my favorite ice cream flavor. One was completely wrong when she said strawberry, one of my least favorite flavors. The second was completely right with vanilla and even more right when he added that he bet I liked French Vanilla the best. When he said this it made me feel like he really understood me and took the time to learn about me in class.
I have students turn to their partners and ask them to guess their favorite ice cream flavor. I want them to feel the difference when the answers were correct than when they were wrong. I ask students to share what it felt like when their partners knew what they liked and how they might know this. This is where I want them so that I can connect the learning to the objective!
I share that this is like making predictions from text. When you read closely for the details, hints or foreshadowing that the author uses to lead up to the next events, you are reading CAREfully - the root word meaning "with caring". Then you combine these details with what you already know (schema) to come up with educated guesses or predictions.
I state the objective that today we are going to read more about Bud Not Buddy and read carefully to predict next events, actions or feelings in the chapters.
Guiding the Learning
I pass out their Predicting Evidence worksheet and share:
Predictions are the excitement of reading! The anticipation of what’s to come creates a sense of urgency for the readers that makes them want to read more to find out what will happen.
Predictions are thoughts about what you think will happen in a story before you read. A prediction is more than just a guess. It should make sense with the clues you have been given and should help us make connections about what we already know to what we think we know.
I write on the board - Predictions = Evidence (what I found) + Schema (what I know)
I then tell them that we are going to practice together on small passages from other books and then apply what we learned to the book Bud Not Buddy.
I project the prediction worksheet on the board. I think aloud for the first example and make a prediction on the chart of "Athena is going to get upset at Arachnid". I think again and demonstrate rereading for details and identify "boats" and "offended by her pride" as supporting clues.
I ask students "What could happen next?" and "Why they feel this way?" and write their responses in the chart.
I then share that sometimes to make good predictions we need to read further in the chapter for more clues the author has left for us. We read the next passage and review if our answers are correct and why? I remind them earlier not to read this final section - they can fold it under and then have a reveal at the end!
I now have them complete the second worksheet with their table partners. They are reminded to follow the same steps and to use their evidence and schema to predict.
I pass out their Bud Not Buddy books, or next passage sections, and ask them to read chapter 7 quietly. - or listen aloud to the You Tube version:
I tell them that their purpose is to predict what will happen during the reading and in the next chapter. I have students use Post it notes to identify one prediction while they were reading and one at the end for the next chapter events, feelings or actions.
Students read for 15 min. and then I signal for them to stop. Students use their Post it notes to complete the Supporting Predictions with Text Evidence worksheet. They are instructed to make a prediction on what will happen in the next chapter/s and support their inference with the evidence they found in the text.
Students are then randomly called to make groups of 4-6 and asked to debate stronger-weaker predictions using their academic discourse sentence prompts. I circulate the room and listen in taking notes but I try not to interrupt. I do this because 1. I want them to run their own groups, 2. I want them to adjust to my being near and ;listening but not in control when they meet independently, and 3. I don't want them to lose the talking to a group not a teacher focus.
Closing the Loop
We gather together on the carpet and I ask students to share their predictions of the text. Students can log the predictions on a chart if you like.
I then ask them what was easy about predicting in this chapter? How did character dialogue and thoughts help with their predictions? How did the problem solution format of the text help them predict? What connections they made to Bud or others in this chapter?
I close with asking what was the best part of sharing in a group and what was difficult about it?
I collect the books and take notes for what issues to address and what groups/ people to listen to next time. I gauge this according to what they responded both in their small groups and in our closing discussions and look for ways to teach effective sharing and participation strategies.