Documente Academic
Documente Profesional
Documente Cultură
Making Predictions
Readiness
I. Goals/Objectives/Standards
a. Goal- Students will develop new vocabulary words and use details in a text to
make predictions.
b. Objective-
1. During the lesson, students will identify new vocabulary words and
discuss their definitions to complete sentences and matching
activities.
2. During the lesson, students will use details in a text to make
predictions.
c. Standard(s)-
2.RL.2.4- Make predictions about the content of text using prior
knowledge of text features, explaining whether they were confirmed or not
confirmed and why.
2.RV.3.2- Determine the meanings of words and phrases in a nonfiction
text relevant to a second-grade topic or subject area.
II. Materials
*Students are expected to know how to pick up the materials at the end of each
station and put them where they found them. They are expected to keep materials
at each station and to use them appropriately. Students not using materials
correctly will lose a block or be asked to come and read from the book basket by
my station.
Minilesson= printed definition sheet
Station 1 (Guided Reading) = leveled mystery stories; highlighters; pencils
Station 2 (Vocabulary)= folders for each challenge, vocabulary booklets,
pencils, sentence strips, vocabulary and definition cut-outs
Station 3 (Predicting Activity)=clothespins, prediction situation cards,
brown bag, lined paper, pencils, and short scenario cards
Station 4 (Spelling City) = I-Pads and headphones
*Book baskets at each station
*Computer with visual timer
III. Management
Time: Anticipatory Set (5 Minutes); Mini-lesson and station instructions (10
minutes); Stations (12 minutes each; 50 total with transitions); Closure and Clean-
Up (5 minutes) TOTAL LESSON= 70 minutes
Rotation Strategies: Each student will be given a colored circle or square. This
will help them in understanding what group they are supposed to be with, and
allow them to follow the rotations easily. When everyone is quiet after our
response call, I will remind them where to go next and then say Rotate!
There will be a chart at each station to make sure the students are where they are
supposed to be. (see attached sheet for chart).
Behavior: Students are expected to follow the normal classroom rules. If
they are not following the specific station rules, then they must take a
block away. If they take away two blocks, they will be called to sit on the floor
behind my station and read a provided basket of books. My station set up will
allow me to fully monitor the class and call students back when they are not
staying on track or being a distraction to others. During each stations
instructions, the students will be reminded what behavior I am expecting
from them.
Space:
*MinilessonStudents will be at their seats and I will be at the
front of the room.
*Station One We will meet at the back green table. I will be
sitting where I can see the rest of the class at their stations. My
students in that group will be sitting facing me, back
towards the other groups. (This station will include all students
from that color)
*Station TwoThis station will be meeting at two different
locations. The circles will meet at table 1 in the front of the room.
The squares will meet at table two in the front of the room.
*Station Three This station will have two locations in the room.
The circle group will meet at the yellow table in the classroom.
The squares will meet at table three in the back of the
room.
*Station Four- This station will meet at the couches. They will be
expected to sit on the couches or in front of the couches, but not
behind them. The circle and square group will be combined
for this lesson.
*Go into explaining what each station will be like and my behavior
expectations for them. Books will be at each station for them to read if they
finish the provided activities and it is not time to rotate. (They can read the
books in the baskets provided, their AR book, or their wax museum chapter
book).
b. Station 1= Guided Reading with Ms. Groen
*Students will meet at the green table for a guided reading lesson
If you are at station one, you will come to the green table with me. You will
need to bring a pencil with you to this station. At this station, we will be
reading a short mystery story and making predictions to solve the mystery.
(See attached stories for the breakdown of the Guided Reading lessons---they
vary based on reading level!)
IX. Review learning outcomes/ Closure (5 minutes)- Class Class! (Response: Yes
Yes!) You have all gone to every station and we are going to just take a few
minutes to review what we learned today. Can I please have someone tell me what
a prediction is? (call on student) Now lets see if we can come up with five of our
vocabulary words and what they mean. I am going to call on the quietest students
for help! (call on students until we come up with five different words and
definitions). Today we learned new words and how to make predictions. Thank-
you for working well at each station! Silent applause for all your hard work this
morning!!!
Plan for Assessment
Formative- Asking questions throughout the lesson and observing students at stations to
ensure they are engaged. Giving my assistant a notebook to jot down students who are
struggling with understanding concepts at the vocabulary or predicting station. Having a
class list with me at the guided reading station and making check marks by the students
who meet the objective.
Summative- Students will complete a vocabulary quiz at the end of the week. Making
predictions will be a part of their unit test and I will be collecting their prediction sheets
`from their station work.
*** Visual Timer will be set for twelve minutes on the board. When the timer goes off, students
stop everything and we will do a response call. ME: Class Class Students: Yes, Yes! Once
they are quiet, I will call out the group names and the station they are going to. Students will be
given their shape and color on a piece of paper so they dont forget what group they are in.
(This visual will be used in my whole group instruction and posted at the prediction stations. I
want to remind the students and emphasize that our predictions may not always be correct, and
thats okay. Predictions are just guesses that we make based on images or details in a text.)
Guided Reading Lessons (Station 1)
Group: Blue
Title of Text: The Case of the Missing Grading Book (by http://kids.mysterynet.com)
Pre-reading: Before we read our story, lets review what it means to make a prediction. A
prediction is a guess that we make about what will happen next. We can use details in a text or
picture clues to make a prediction. The story we are reading is a mystery called The Case of the
Missing Grade Book. As we read, we are going to stop and highlight different parts. As we read
the first section, I want you to think about where the story is taking place and what characters
are involved. (Read the first section of the story; it introduces the characters involved and the
setting. We will read this section and then highlight the characters and setting.)
Reading: The remainder of the text will be chunked by each characters statement of what they
were doing when the grade book was stolen. Before each section I will ask, As we read this
section, I want you to think about what reason that person would have for taking the grade book.
Responding: After reading the story and looking at the details we highlighted, who do you
predict stole the grade book? What details in the story support your prediction? (Discuss their
responses) Before we find out who stole the grade book, I want to remind you that our
predictions are not always right, and that is okay. When I read this mystery, I made a prediction
and got it wrong! So, before we find out who stole the gradebook, lets go back and re-read some
parts of the mystery to help us discover who stole the gradebook.
Exploring: (Re-reading the first section that tells the reader what was not allowed in the gym that
daythis hint will help the students understand who stole the book when I reveal the answer) As
we reread this section, I want you to think about what is not allowed to happen on the gym floor.
After reading this section, has your prediction changed at all? Why? (Discuss this) The person
who actually stole the gradebook was.Hank! (discuss what details in the story support this and
re-emphasis that it is okay if they didnt make the correct prediction; walk around to other
stations while students silently re-read designated sections)
Applying: What are some other times in school that you have had to make predictions? In our
science lesson, what predictions did you have to make when building your boat?
Group: Orange
Pre-reading: Before we read our story, lets review what it means to make a prediction. A
prediction is a guess that we make about what will happen next. We can use details in a text or
picture clues to make a prediction. The story we are reading is a mystery called The Case of the
Missing Shamrock. As we read, we are going to stop and highlight different parts. As we read
the first section, I want you to think about where the story is taking place and what characters
are involved. (Read the first section of the story; it introduces the characters involved and the
setting. We will read this section and then highlight the characters and setting.)
Reading: The remainder of the text will be chunked by each characters statement of what they
were doing when the grade book was stolen. Before each section I will ask, as we read this
section, I want you to think about what reason that person would have for taking the shamrock
plant. What details should we highlight to support that?
Responding: After reading the story and looking at the details we highlighted, who do you
predict stole the grade book? What details in the story support your prediction? (Discuss their
responses) Before we find out who stole the grade book, I want to remind you that our
predictions are not always right, and that is okay. When I read this mystery, I made a prediction
and got it wrong! So, before we find out who stole the shamrock, lets go back and re-read some
parts of the mystery to help us discover who stole the shamrock.
Exploring: (Re-reading the first section that tells the reader what was not allowed in the gym that
daythis hint will help the students understand who stole the book when I reveal the answer) As
we reread this section, I want you to think about why someone would want to take Mrs.
Flanagans shamrock plant. After reading this section, has your prediction changed at all? Why?
(Discuss this) The person who stole the Shamrock plant was Maria (discuss what details in the
story support this and re-emphasis that it is okay if they didnt make the correct prediction; walk
around to other stations while students silently re-read designated sections)
Applying: What are some other times in school that you have had to make predictions? In our
science lesson, what predictions did you have to make when building your boat?
Group: Red and Green
Pre-reading: Before we read our story, lets review what it means to make a prediction. A
prediction is a guess that we make about what will happen next. We can use details in a text or
picture clues to make a prediction. The story we are reading is a mystery called The Case of the
Missing Music. As we read, we are going to stop and highlight different parts. As we read the
first section, I want you to think about where the story is taking place and what characters are
involved. (Read the first section of the story; it introduces the characters involved and the setting.
We will read this section and then highlight the characters and setting.)
Reading: The remainder of the text will be chunked by each characters statement of what they
were doing when the grade book was stolen. Before each section I will ask, as we read this
section, I want you to think about what reason that person would have for taking the music.
What details should we highlight to support that?
Responding: After reading the story and looking at the details we highlighted, who do you
predict stole the music? What details in the story support your prediction? (Discuss their
responses) Before we find out who stole the music, I want to remind you that our predictions are
not always right, and that is okay. When I read this mystery, I made a prediction and got it
wrong! So, before we find out who stole the music, lets go back and re-read some parts of the
mystery to help us discover who stole the music.
Exploring: (Re-reading the first section that tells the reader what was not allowed in the gym that
daythis hint will help the students understand who stole the book when I reveal the answer) As
we reread this section, I want you to think about why someone would want to steal the music
sheets. After reading this section, has your prediction changed at all? Why? (Discuss this) The
person who stole the music was Ron (discuss what details in the story support this and re-
emphasis that it is okay if they didnt make the correct prediction; walk around to other stations
while students silently re-read designated sections)
Applying: What are some other times in school that you have had to make predictions? In our
science lesson, what predictions did you have to make when building your boat?