Predicting and Setting Purpose

Rationale: The purpose of this

lesson is to help readers improve
comprehension by learning and
practicing the skill of making
predictions.
Materials/Equipment:
Magnifying glass
Chart paper and markers
Pete the Cat by Kimberly &
James Dean
Sticky notes
Picture game
Prediction game extention

TEKS Achieved: 4th grade ELAR

100.15 (b):6 A
Reading/Comprehension of Literary
Text/Fiction. Students understand,
make inferences and draw
conclusions about the structure and
elements of fiction and provide
evidence from text to support their
understanding. Students are expected
to:
(A) sequence and summarize the
plot's main events and explain their
influence on future events;
Blooms Taxonomy:
Knowledge/Remember
Analysis
Comprehension/Understand
Evaluate
Application
Differentiated Learning:
Auditory
Visual/Spatial
Verbal/Linguistic Intrapersonal
Interpersonal

Classroom Strategies:
Independent Activities Lecture
Problem Solving
Whole-group
Pairing

Curriculum Integration:
Reading
Writing

Submitted by: Jessica Christoffel

Grade Level: 4th Grade Subject/Topic: ELAR/Predict and Set Purpose
Objectives:
TSW make predictions about a text using titles, heading, pictures,
and context clues in the text.
TSW evaluate whether their predictions were accurate.
Lesson Plan:
Introduction (Anticipatory Set/Motivation):
Detective analogy. Have a magnifying glass and act like I am hunting
for clues. Ask if they know what a detective does. Tell them that we
are going to be reading detectives today.
Process:
Information Giving:
Who can tell me what it means to predict or make a prediction?
What tools can we use to help us make a prediction?
Why do we make predictions?
Make an anchor chart (see example on next page) with the class
about making predictions before during and after reading and
establish why we make predictions and what clues we can use.
Modeling:
I want to make a prediction about what I will read about in this
story. The title is _______ so I think the story will be about
________. Lets take a picture walk and see if we can find any more
clues about the story. Think about the title and the pictures and see if
you can make your own prediction. Here is a sticky note. You can
write or draw a picture of your prediction.
Check for Understanding:
Put predictions on a poster where we can check predictions as we
read. Read aloud and pause when there is a good place to ask
students what they think will happen next. Make sure they can justify
their prediction with text evidence, past experience, or picture clues.
Guided Practice:
Continue reading the story and have students indicate whether their
prediction was accurate or not. Remind them that it is okay if the
prediction was not correct because we are just making educated
guesses. Ask if making the prediction helped them pay more attention
while we were reading.

Independent Practice:
Students will play a picture game where they will be given a series of pictures and predict what will
happen next. Students will draw a picture of their prediction, and write a sentence about it and then share
with the class about their prediction. We will use the following sentence stem for sharing our predictions:
I think ____________ will happen next because ___________________.
Closure / Culminating Activity:
Students exit ticket will be to tell me one thing about making predictions (why do we make predictions?
What tools help us make predictions? Etc.)
Accommodations: (what YOU will do to modify your lesson)
1. Students who have trouble writing may draw pictures on their sticky notes to record their
prediction and verbally explain their prediction.
Enrichment/Extension:
Children who finish early can play a making predictions game.
Assessment/Evaluation:
Assessment will be based on student answers and participation.
When students are working in small groups I will check on each group and check for understanding.