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While reading, good readers think and ask themselves, “What will Happen Next?” to make predictions.
remind students of the bigger meaning for the unit
– tell the story of a child in the class already moving onto the strategy for the day
– think of an example that can be used as a metaphor
Some of us are amazing at pointing under words, and others of us are getting so strong at using the pictures to help us figure out what the words say. But today we are going to learn about a new superpower! That’s because I was reading with Christine last week and she was reading about bears and she thought to herself you know what, I think this book is about bears but I wonder what will happen next? And I told her, what a great question! Because good readers make predictions and ask, what will happen next?! I make predictions all the time! They help me become a better reader.
(If students are still puzzled by what I mean I can make another analogy to the weather.)
Look outside; because it is _____ out, I think it will _______. Whatever the weather may be, I will make my own prediction.
Just like weathermen on the TV, I made a prediction about the weather using clues. Just like those weather forecasters, we are going to learn how to predict from the story we read today.
– offer a step by step strategy.
– point out tips to do the strategy.
– voice over the thinking process as you demonstrate
– demonstrate the strategy, not the content of what you are doing.
I will show the reading strategy chart reminding all the students of their great superpowers and read it together…the last superpower reads, “Stop and think, what will happen next?!”
Watch me readers think what will happen next, in my book, Mom. Watch me as I make predictions so I can read my book better!
Looking at the cover and title, I can predict what this story is about…hmm.. I see a mom and her daughter, the little girl. “I think that maybe the mom and the girl like to do things together. Let’s read and find out! (I will read the first few pages and then stop.) Mom is driving, mom is reading, etc. Hmm, I wonder what she will do next? Let me think what she will do next? Well my mom writes a lot, so let’s see if this mom does that. I will turn the page and read it to see what happened next. Was I right? Uhoh! I was wrong! Is it ok if I was wrong? Of course! What I predicted wasn’t right but something else happened. And I’m still wondering what will happen next on the following pages! I wonder if she could be flying on a horse to the moon… I will listen to the reaction of the kids to see if they realized that this is implausible and probably not a good prediction. Ohh Ok I know, I know, she might be cooking! That’s a better prediction. Ok, let’s find out…I will confirm my prediction after reading the next page.
Did you notice how I made a prediction? I stopped and thought, “What will happen next?” What did I do? (I will have students repeat the strategy and what they have to do so it helps them remember.)
– try the strategy on a class topic/piece
– students should have the opportunity to practice multiple times during the active involvement students can…
– turn and talk
– try it in their own books
– try it in a big book
Ok readers, are you ready to be my partner and help me make predictions?
I’ll show the class a different book called, Dad. Looking at the cover and title, I can predict what this story is about…can you help me? Who can tell me? What do you think it will be about? I think your prediction might be right! Let’s read on and find out…
I’ll read the first few pages to the class. Then before I turn to the next page, I’ll stop and ask, “What do you think will happen next?” When you think you have an idea put your thumb up. Turn and talk to your partner about what you think will happen next. OK readers, let’s see if we were right! I will read on and confirm or revise the prediction. How about on the next page? Turn and talk to your partner and tell them what you think will happen next! As I listen in on partnerships I canhelp them make plausible predictions based on their knowledge of the book. I will share a discussion that a partnership had with the rest of the class, who understood the teaching point of making predictions and who shared their thoughts together nicely.
I can do this a few times until I think that the class has a good grasp of how to predict using pictures and clues to help them stop and think what will happen next.
– offer the teaching as a strategy, not an assignment
– restate the teaching point, putting back into the bigger picture of unit of study
– name the reason why the readers might want to try the strategy…
Readers, are you ready to stop, think and predict what will happen next in your own books? Then, when you partner read, you can help each other stop and ask each other, “What will happen next?” Then, predict what will happen next, turn to the next page, and see if you were right.
And don’t forget, when you and your partner get together, you can put all of your other superpowers together, too! That’s just like what superheroes do after all.
Give a thumbs up if you are ready to go make predictions!
(Readers will be called by table to go off and read independently first, and then partner read using the books from their book baggies.)