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K-5 COMPREHENSION #5

Shared Reading Lesson: Making Predictions

Grades K-1

 

 

Common Core State Standards

• RL.K.1 With prompting and support, ask and answer questions about key details in a text.
• RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear
• RL.K.10 Actively engage in group reading activities with purpose and understanding.
• RL.1.1 Ask and answer questions about key details in a text.
• RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
• RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

 

Rationale

Making predictions is a comprehension skill that helps readers propel themselves through the text.

 

Materials

  • Big book: Who’s in the Shed? , Parkes (1986)

  • Choose a big book about which the children will have some background knowledge

 

Direct Explanation

We are going to read a new story today. As we look at the front cover I want you to help me make some predictions on what this story might be about. Making predictions helps us keep reading to find out what happens in the story.”

 

Model and Guided Practice

1. Introduce the children to the book by setting the scene.

2. Point to the illustrations and say, What farm animals do you see here? Allow

students to respond. Tap into children’s background knowledge by having

students tell you what sound the animals make.

3. After a brief discussion, point to each animal and have students to tell you the

names again and the sounds the animals make.

4. After a brief discussion, point to each animal and have students to tell you the

names again and the sounds the animals make.

 

5. “Now let’s look at the animals’ eyes. What do you think the illustrator wants us

to notice?” Allow students to respond.

 

6. “You have some really good predictions. They do look scared!

Let’s read the title and see if it helps us know why they are scared. Who’s in

the Shed?”

 

Posssible student response: Maybe it is a ghost.

 

7. “It could be. Let’s read the first few pages and see what clues we get.”

 

(Read) “Down at the farm on Saturday night the animals woke with a terrible fright. There was howling and growling and roaring and clawing…

 

What could be making those noises in the shed? Do you still think it is a ghost?” (Based on earlier prediction)

 

Let’s read and find out. You join in wherever you can.”

 

Guided Practice

Children continue to participate through the big book, shared reading experience. They make predictions and check the text to see if their predictions are correct.

 

Independent Practice

Students will preview their self-selected reading material by looking at the cover and the pictures, making predictions, and reading on to find out if their predictions are right.

 

Assessment

Conference with each student, asking them to preview a new book and make predictions before and during the reading, confirming or discarding as they go.

 

Tier II Additions

  • Children continue to participate through the big book shared reading experience in a smaller group. The clues for the predictions will be discussed. Students make predictions and check the text to see if their predictions are correct.

 

Assessment

Teachers will conference with each student, allowing them to preview a new book and make predictions before and during the reading, confirming or discarding as they go.

 

Tier III Accommodations/Modifications

  • Children continue to participate through the big book shared reading experience in a smaller group and be given choices about the predictions. For example, after reading the first few pages three predictions will be offered and student will select a prediction. They make predictions and check the text to see if their predictions are correct.

 

Assessment

Do same as for Tier II.

 

 

 

 

 

Tier IV Modifications

  • Pre-teach vocabulary needed. Children will first participate through the big book shared reading experience in a one to one setting with teacher, paraprofessional or parent volunteer, then in a small group. Student will be given choices about the predictions, with pictures/icons used for support. For example, after reading the first few pages three predictions will be offered and student will select a prediction. They make predictions and check the text to see if their predictions are correct.

 

Assessment

Children continue to participate through the big book shared reading experience in a smaller group and be given choices about the predictions. Offer two predictions to the student who will then select a prediction. They check the text to see if their predictions are correct.

 

Tier V Modifications

  • Pre-teach the vocabulary pictures/icons that will be needed to make predictions. Then in a 1:1 setting the student will be asked to make a prediction about “what will happen next.” After student practices in 1:1 setting, they will then listen in a small group and make a prediction.

 

Assessment

Given a choice of two pictures/icons, student will select correct prediction when asked, “What will happen next?”

 

 

 

References

 

Parkes, B. (2000). Read It Again!,

Parkes, B. Who’s In The Shed? (1986). Crystal Lake, IL: Rigby

 

Copyright © 2006 Arkansas Department of Education. All rights reserved. School districts may reproduce these materials for in-school student use only. No resale. Materials may not be reproduced, distributed or sold for commercial use or profit. ADE employees are not authorized to waive these restrictions.

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