Lesson Plan

Making Predictions
Lesson
Date:02/20/2020

Teacher Name: Takhleeq Lashari

Lesson: Making Predictions Lesson

Content Area: work sheet:

This lesson thoughtfully scaffolds the reading skill of predicting. Students are introduced to the concept
and get to practice making predictions. They will apply what they have learned during a focused
independent reading activity.

Learning Objectives

Students will be able to practice making predictions and support their thinking with evidence from the
text.

Materials and preparation

• Class set of the Learning to Make Predictions worksheet

• Class set of the Matching Predictions worksheet

• Class set of the Making Predictions During Independent Reading worksheet

• Class set of the Writing Passages and Making Predictions worksheet

• (optional) Document Projector.

Attachments

• Learning to Make Predictions (PDF).

• Matching Predictions (PDF)

• Make Predictions During Independent Reading (PDF)

• Writing Passages and Making Predictions (PDF).

Introduction (10 minutes)

Tell your students that you are going to be playing a quick game that involves making predictions.
Explain that you are going to re-enter the room and provide clues as to what you are going to do next.

They are to make a prediction about what will happen next. Here are two scenarios:
Re-enter the classroom and go directly to pick up your class read-aloud book (or any book that you
might read to them), put on reading glasses (if you have them), and situate a stool or chair that you
might use for read aloud time. Then, stop and ask your students to predict what you are going to do
next (read aloud). Ask them to provide observations or clues that support their prediction.

Re-enter the classroom. Get a kickball (or other playground equipment) from your storage area, get your
whistle and/or room key, and put on your coat. Have the class make a prediction about what might
happen next and support it with evidence.

If neither of these work, come up with a scenario or two that fit your class routine/culture. You could act
as if you are getting ready to administer a test, do a craft, or something similar. Again, have students
make a guess based on evidence and share.

Explain that as readers, we can use clues to predict what is going to happen in the story. It doesn’t really
matter whether your prediction is correct or not. What’s important is that you are paying attention to
the clues and thinking about what might happen next.

Doing this will help you understand the story and get more enjoyment out of reading. Tell them that in
this lesson, they will practice using clues to make predictions.

Beginning:

• Provide additional examples of predictions. Use basic pictures to make predictions about
scenarios.

• Allow students to record observations on a concept web in their home language (L1).

Intermediate:

• Review the definition of prediction and give examples of predictions we make in our everyday
lives. For example, we predict what others are feeling based on clues, such as facial expressions, tone of
voice, and body language.

• Display a sentence frame for students to use when sharing their observations in the game. For
example, "I think ____ will happen next because ___."

Explicit Instruction/Teacher modeling (10 minutes):

• Project the examples of the worksheet Learning to Make Predictions.

• Model reading the first example to the class, thinking aloud about your prediction and evidence.

• Go over the next example as a class, making sure to emphasize that students note the evidence
that they used to make their prediction.

• Read each of the remaining examples as a class and then have students discuss their predictions
and evidence in pairs or small groups.
• Have groups or pairs report their thinking to the large group.

Beginning:

• Give students a concept web graphic organizer to record observations during the teacher
modeling section.

• Have students choral read the examples with the teacher.

• Go over the definitions of the following words: succeed, schedule, test, community, center,
grumbled, and council. Include visuals of the words as needed.

Intermediate:

• Distribute a copy of the worksheet so students are able to mark it and record information from
the examples.

• For partner discussions, provide the follwing sentence stems: My prediction is ____. According
to the text, ____.

Guided Practice (10 minutes)

• Distribute the Matching Predictions worksheet. Go over the instructions and the examples.
Then, have students complete the exercises in pairs.

• When they are finished, have students review their work together (in groups) or as a class.
Encourage students to share why they selected their predictions.

• Discuss any questions.

Beginning:

• Ask ELs to repeat the directions to demonstrate comprehension of the activity.

• Allow students to cut out the cards and manipulate them while determining a match. Have the
learners sort the cards into a T-chart with columns labeled "Situation" and "Prediction- What will
happen next?"

Intermediate:

• Pair ELs with sympathetic peers to offer support. Another option would be to pair ELs with the
same home language.

• Provide the following sentence stems for partner discussions: I think this is the correct
prediction because ____. This situation matches this prediction because ____.

Independent working time (20 minutes)

• Instruct students to prepare for 20 minutes of focused independent reading time. They should
take out a book at their independent reading level.

• Distribute the worksheet Making Predictions During Independent Reading and ask students to
have a pen or pencil handy.
• Explain that students will be practicing the skill of predicting during their independent reading
time and documenting their thinking on the sheet provided.

• Have students write the title of the book they will be reading and note where they are starting
to read.

• Read the directions provided on the worksheet together and then set a timer for 20 minutes.
Have students begin to read.

Beginning:

• Give students a short text with noted areas at which to stop and make a prediction.

• Supply learners with L1 resources to look up definitions of any unknown words.

Intermediate:

• Allow students to use highlighters to go back and highlight the text evidence that supports their
predictions.

• Provide the following sentence stems for each section of the chart: My prediction is ____.
According to the text, ____. My prediction was/was not correct because ____.

Related books and/or media GAMES:

• Detective Game - Inferring and Predicting

• Rags to Riches Prediction Game

• Find interactive books for each child’s level.

Differentiation

Support: During the independent reading exercise, gather struggling readers in a separate group and do
the activity together with a shared text at an accessible reading level. Enrichment: Have students
practice writing passages for their peers to read and make predictions. See the worksheet Writing
Passages and Making Predictions.

Assessment (5 minutes)

• Use a checklist to determine whether students were able to note predictions, provide evidence,
and assess their predictions.

• Give students an index card for an exit ticket. Have them write a prediction about something in
their life, and have them include a sentence with evidence.

• Allow students to share their predictions, evidence, and self-assessment in a teacher-led small
group.

• Provide a sentence stem for students to use as they complete the Exit Ticket task: I predict that
____ will happen because ____.

Intermediate:
• Guide students to self-assess their predictions, evidence, and assessment of their predictions.
Have them give each section a checkmark if done correctly, or circle it if it needs revision.

• Allow students to share their predictions, evidence, and assessment of their predictions orally
with a partner. Have them use the following sentence stems: My prediction is ____. According to the
text, ____. My prediction was/was not correct because __.

Review and closing (5 minutes)

• After 20 minutes of reading time has elapsed, have students share some of the observations
they made during this exercise. They can share predictions and whether they were correct, or they can
share what it felt like to pay attention to their thinking and note predictions as they read.

Beginning:

• Have students share their responses in a teacher-led small group.

• Allow learners to draw images that describe a certain feeling as they share what it felt like to
pay attention to their thinking and note predictions as they read.

Intermediate:

Instruct students to use the following sentence stems as they share their observations from the
independent practice: My story was about ____. My prediction is ____. According to the text, ____. My
prediction was/was not correct because __.

Learning to Make Predictions Work sheet

Read each paragraph and then make a prediction about what will happen next. Use evidence to support
your guess.

Work Sheet:

Mariah is a very conscientious girl. She had a hard
day at school today. Mariah found out that she
failed a quiz, and two of her friends left her out at
recess. When she got home she grabbed the box
of tissues and went into her room.
My Prediction:
Robert is a great teacher. He wants all of his
students to succeed. There are three students
who did poorly on the last math test. He checked
his schedule and asked the three students if they
have any time to meet after school.
My Prediction

My Evidence: My Evidence:

Freenita lives near the community center where
there is a swimming pool with a slide. I just saw
her walking down the street with a towel and
goggles with two friends.
My Prediction:
Jamie had skipped lunch to go to a student
council meeting. His stomach grumbled all
through science class and on the bus after school.
When he got home he darted through the door
and dropped his backpack.
My Prediction:
My Evidence: My Evidence: