301 Poster Lesson Day 4

Teacher Candidate: Erin Crawford Date: April 4, 2019

Cooperating Teacher: Lisa Gross Coop. Initials:
Group Size: 12 and 15 students Allotted Time: 30 minutes Grade Level: Kindergarten
Subject or Topic: Day Two: Making Predictions Section: 931

STANDARD: (PA Common Core):

 CC.1.2.K.L - Actively engage in group reading activities with purpose and understanding.
 CC.1.2.K.B - With prompting and support, answer questions about key details in a text.
 CC.1.2.K.J - Use words and phrases acquired through conversations, reading, and being read to,
and responding to texts.

I. Performance Objectives (Learning Outcomes)

● Students will be able to use clues and what they already know to make prediction about what will
happen next in a story.

II. Instructional Materials

 Knuffle Bunny by Mo Willems
 Anchor chart
 White board
 White board markers

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, new content)
Prerequisite Skills
● Basic understanding of an image
● Basic understanding of a story line
● Comprehension skills

Key Vocabulary
● Prediction- a guess about what is to come

Big Idea
● We are able to make predictions in our reading to help us understand.

New Content
 Predictions
o What it is
o How to make them
o How to understand them
IV. Implementation
A. Introduction –
● Remind the students that we have been talking about making predictions. Review the anchor
chart asking students to turn and talk about each aspect of making predictions.
● Have students share their ideas and review the anchor chart.
B. Development –
I Do
 Tell the students that today we are going to be reading the story Knuffle Bunny by Mo
Willems.
 Begin by discussing the cover.
 Then tell the students that today we are going to be making predictions in the story, begin
reading.
 Stop after reading the first page. Tell the students that you are already going to make a
prediction.
o Say, “From what I just read I know that Trixie and her daddy are going on an
errand, I know an errand is when someone leaves there house to either do
something or give something to someone. I know if I use my picture clues, I can
predict what kind of errand Trixie and her daddy may be going on. I am going to
predict that they are going to the laundromat to do their laundry. I predict this
because her daddy is holding a laundry basket.”
We Do
 Read through the page that says, “Trixie helped her daddy put the laundry into the
machine.”
o Ask the students if they notice anything wrong with Trixie’s bunny.
o Ask the students to make a prediction about what will happen to the bunny?
 Turn and talk, then write down their new predictions.
 Read until, “Then they left.”
o Ask the students what predictions they may have now and if they have changed
from the previous page.
 Turn and talk, then write down their new predictions.
 Read until, “Trixie realized something.”
o Then have students make a prediction of what Trixie noticed on the page that
says,
 Turn and talk, then write down their new predictions.
 Read until, “Where’s Knuffle Bunny?”
o Ask the students to make a prediction about what the family will do about Knuffle
Bunny.
 Turn and talk, then write down their new predictions.
 Talk about on the following pages, if their predictions are coming true.
 Read until, “But Knuffle Bunny was nowhere to be found.”
o Ask the students what they think will happen next.
 Turn and talk, then write down their new predictions.
 Discuss the story overall and the predictions students made throughout. Review that it is
important to keep reading to check our predictions, to see if they are correct or not, but if
they are not it is okay. It is also okay to make different predictions throughout reading
and to change predictions we may have already made.
You Do
 Remind students that many texts want us to make predictions!
  Tell the students that it is now their turn to practice making predictions. Tell the students
that in their guided reading groups they will be making predictions about their stories.
C. Closure –
● Have students come back together after small groups and ask them to turn and talk about a way
they predicted in their readings today, whether in a guided reading group or read to self.
● Allow students to share.
● Then tell the students that next week we are going to work on predicting even more in a super fun
and interesting big book!

D. Accommodations / Differentiation -
● Struggling students and ELLs will be provided with the sentence prompts to assist in making
predictions.

E. Assessment/Evaluation plan
1. Formative
● Teacher will observe students talking and sharing their predictions, and mark on a
checklist if they participated in the activity.
2. Summative

V. Reflective Response
A. Report of Students’ Performance in Terms of States Objectives
Student Objective- Students will be able to use clues and what they already know to make
prediction about what will happen next in a story.

Today was day four of our making predictions, shared reading unit. The goal of today was to not
only participate in class discussions about predictions but also making appropriate predictions that
correlate to the story. The students did perfectly today, talking and making appropriate predictions. For
the afternoon class, I did have to ask one students specifically explain and clarify their prediction, which
then deemed it appropriate for the discussion. All of the students worked well creating predictions and as
they were discussing throughout the lesson, I was observing their predictions to gain the data found in the
chart below for day 4. The three categories on the rating scale for day four are:
o 0- No prediction
o 1- Inappropriate prediction- does not correlate with the reading
o 2- Appropriate prediction- correlates with the reading

Below is the evaluation of their day four predictions:

AM- 12 out of 12 made appropriate predictions
PM- 14 out of 14 made appropriate predictions

B. Personal Reflection
1. How clear was I in my modeling? Was it engaging?
I believe I was clear in my modeling again today. I did not have much modeling since today was
day four of making predictions, but I did show them how to make a prediction in a book. This lesson was
very engaging. Students were constantly turning to talk with their peers to discuss predictions. They
students appear to be really engaged and excited about the book with was encouraging.

2. Was I able to pace my lesson to fit the allotted time?

I was able to fit my lesson into the allotted time. My maximum time was 30 minutes and I was
either at or below 30 minutes with each class.

3. How could this lesson be improved?

Something that I can improve on from this lesson and for all my lessons, is making sure I am
calling on students even if they are not raising their hand. It is important to hear from every student. Even
though I was listening to each child talk during the turn and talks, I still could have called on those who
were not raising their hand to share to the entire class.

VI. Resources
Teacher's resource system: Benchmark literacy (Common Core ed., Vol. 2, Grade K). (2014). New
Rochelle, NY: Benchmark Education Company.
Willems, M. (2004). Knuffle bunny. New York, NY: Hyperion Books for Children.

Anchor Chart

Checklist
AM
Student Day 1 Day 2 Day 3 Day 4 Day 6 Additional Notes For Day 6 Writing
Name (BB)
Caleb X X X 2 2 Find new home because theirs is broken
Claire X X X 2 2 Animals will get lost in the woods
Griffin X X X 2 2 The bear will eat the animals
Nora X Absent X 2 2 The animals will be safe in the barn
Parker S X X X 2 1 The army will come and defeat the bear.
(Good prediction but not tied into our story)
 Phillip X X X 2 1 Bear is chasing the animals away (good
prediction but not far from what we already
read in our story)
Piper X X X 2 2 Animals will go get water because of being
tired of running
Gracie X Absent X 2 1 Unclear, wrote it will rain and then the
animals made it back to the barn.
Carson X X X 2 0 Restated what already happened in the story
Parker K X X X 2 2 Find new home because theirs is broken
Blake Left Absent X 2 2 Find new home because theirs is broken
Sick
Corrinne X X X 2 2 The bear will catch the animals

 0- No prediction
 1- Inappropriate prediction- does not correlate with the reading
 2- Appropriate prediction- correlates with the reading

PM
Student Day 1 Day 2 Day 3 Day 4 Day 6 Additional Notes For Day 6 Writing
Name (BB)
Bella X X X 2 2 The bear will eat them
Francesco Absent X X 2 2 The bear is going to get trapped in a box
Phillip X X X 2 Absent
Jaxon X X X 2 2 The bear will get the chicken
Shayla X X X 2 2 The bear kills the animals
Kaedyn Absent X Absent Absent 1 Using information from the story but kind
of elaborated on what was happening at the
end (bear is trying to scare them).
Samantha X X Left 2 0 Wrote a summary about the beginning to
Early the book
Vincent X X X 2 0 “My prediction is I have a maze.” Not an
actual prediction and has no correlation
with our story.
Lucas Pulled X X Absent 1 Illegible writing and student could not recall
Out what he wrote, so he was asked to share
orally and that is what was recorded as the
underwriting. (Something scary will happen
to the pig). Prediction is not focused on the
entire story.
Leah X X X 2 1 The bear will run away. Not quite correlated
with the story but is a good prediction.
 Paige X X X 2 1 More so stated a fact than making a
prediction (animals are running away
because the bear will scratch them).
Quinn X X X 2 2 The bear is going to get trapped
Margaret X X X 2 1 Animals are going to hide under a tent
(referring to the circus truck but not that the
story takes place on a farm).
Jackson X X X 2 2 The animals will hide in the barn
Thomas X Pulled X 2 2 The bear is going to be nice
out

Days 1 through 3: X- If student participated in class discussion about predictions

Day 4 and 6: Follow the rating guide below:
o 0- No prediction
o 1- Inappropriate prediction- does not correlate with the reading
o 2- Appropriate prediction- correlates with the reading
**BB identifies Who’s in the Shed big book days.**
Artifacts from today’s lesson:

AM

PM