RATIONALE FOR THE LESSON: The students have been learning about retelling the events in stories, which

is a great thing to do to understand them better, and another way to comprehend stories better is by making predictions. I am doing a lesson plan about predictions to teach the students why great readers make predictions before they read to understand the story better. OUTCOMES/GOALS: For the student: CCSS L 1.1 Ask and answer questions about key details in a text. For the teacher: WTS # 7 The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.

LEARNING OBJECTIVE: The student will be able to make predictions and use evidence to support them before they read in order to guess what is going to happen in the story to understand it better.

ASSESSMENT: While the students are sharing with each other I will listen to their answers and make sure they are understanding the concept of predicting. During self reading, I will confer with students and ask if they can make predictions about the book The boy who cried wolf by B. G. Hennessy.

STRATEGIES FOR STUDENTS OF VARYING ABILITIES: MATERIALS: Ratty-tatty Story by Joy Cowley and illustrated by Astrid Matijasevic TOTAL TIME NEEDED: 50 min PROCEDURES: Introduction (5 min)

I have noticed you have been retelling stories, and that is something an excellent reader does to understand a story better. Another thing great readers do is making predictions. Readers can make predictions before they read. To make a prediction you use clues in the book like the title and the pictures, and what you know in your head. Those two things make good guesses. (While I say this, in a white board, I will show a picture of a book + a head = good prediction) A great reader makes predictions to guess what is going to happen in the story so they understand what is happening better. When great readers make predictions, they always, always have evidence to support their prediction I know you make predictions all the time! I have noticed when you are shopping for books, you leaf through books and wonder mmm what is it about? Right there, you are making predictions! After you read the book you chose, you check if your predictions came true or not. And it is fine if our predictions did come true. Not all predictions are the same; all readers have different predictions about a story. Now, watch me make some predictions. Demonstration and Participation (7 min) (I will write down all the predictions we make during the mini lesson, so we can check at the end of reading the story if they became true or not) By looking at the picture in the front of the book, I can make predictions about what the story might about. For example, I predict this story is going to be about a rat because I see the word rat in Ratty, and also there is a picture of a rat. I also predict the story is about the rat smelling different things because in my head I know that when I see the whiskers of an animal move it means they smell something. What do you notice I am doing? (I will have some students to share their observations) (If the students do not answer correctly, I will tell them that I am guessing what is going to happen in the story by looking at the picture and using what I know in my head to make good predictions)

At the end of the story I will see if my prediction came true or not. (I will turn the page where there is a picture of an egg and the rat is looking at it) Now, it is your turn to make predictions. When I say go, turn to your partner and tell them what do you predict is going to happen in the story by looking at this picture. Remember to say: I predict this is going to happen because Ready, go (The students will share their predictions while I listen to them) All right readers, I heard good predictions! I added some of the predictions I heard to our predictions list. Lets continue looking for clues in the pictures before we read to guess what we think is going to happen in the story. (I will turn the page) In this page I see the rat is stealing the egg! I know the rat is stealing the egg because she is running, and I see a woman screaming and chasing the rat. (I will turn the page and ask a student help me predict what is happening here) Can you help me predict what is happening in this part of the story? Possible answer: In this page I predict the rat is stealing the bread and it is taking it to her home to feed her family. I say this because in my head I know rats have little rats to feed. (If student answer correctly I will reinforce him/her by saying: good job using the pictures and what you know in your head) (I will turn the page) Here, I see the rat is stealing the cats fish and she is going to do a great feast with all the things she has stolen. I am using the pictures to help me predict that she is going to use all the food she has been stealing to make a big dinner. (I will turn the page) Uh, what is happening here!? Can you make a prediction of what is happening in this picture and what is going to happen on the rest of the story?

Turn to your partner, and tell them what do you think is happening and also predict what is going to happen in the rest of the story. Give evidence to support your predictions. Can someone share what they talk about so we can add it to our predictions list? (I will have some students share with the class what they talk about when talking to a partner) Now, I am going to read the story. When I finish reading, we are going to see if what we predicted about the story is true. (I will read the story) (After I read the book I will ask:) Did all our predictions become true? Lets check. Readers, your job now, whenever you are going to start a new book, to make predictions before reading; that will help you to understand the story better. Remember what we did before reading Ratty-tatty. We looked at all the pictures and sort of told the story by making predictions using the pictures and what we know in our heads. This is what you should do before reading a book. Now, you are going to go work on your station. (I will direct the students to their task, some will be doing word work, others self reading, guided reading, etc.) Practice (2 activities of 15 min each) During practice, I will confer with the students that are self reading, show them the book The boy who cried wolf and ask them what can they predict about the book by looking at the pictures and using what they know in their heads. Performance and Closure (5 min) (I will ask the students to meet me at the carpet at the end of their tasks) While you were doing self reading, I went around and showed this book to all of you, and you did great predictions. Can someone share any predictions they made about this book? (I will have some students share their predictions)

I will leave this book in the library, and whenever you have time, go and check if your predictions became true or not. Maybe next time I am here you can tell me about it. I know you are going to continue making predictions before you read because you are all great readers! Remember that we make predictions before we read in order to understand the story, and also that to make good predictions you need to use the clues in the book and what you know in your head. Now, Ms. Merritt will tell you what to do next.