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Essential
Questions
PA/Common
Core/Standards
Objectives
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence
DETAILS
Labrea Pringle
English Language Arts
3rd Grade
6090 minutes/23 class periods
Critical thinkers actively and skillfully interpret, analyze, evaluate, and
synthesize information.
Effective readers use appropriate strategies to construct meaning.
What is a prediction?
How can we make predictions?
What factors influence our predictions?
How do strategic readers create meaning from informational and
literary text?
What is the text really about?
How does interaction with text provoke thinking and response?
CC.1.2.3.A Determine the main idea of a text; recount the key details
and explain how they support the main idea.
CC.1.2.3.B Ask and answer questions about the text and make
inferences from text; refer to text to support responses.
CC.1.2.3.C Explain how a series of events, concepts, or steps in a
procedure is connected within a text, using language that pertains to
time, sequence, and cause/effect.
CC.1.2.3.G Use information gained from text features to demonstrate
understanding of a text.
CC.1.2.3.H Describe how an author connects sentences and
paragraphs in a text to support particular points.
CC.1.2.3.I Compare and contrast the most important points and key
details presented in two texts on the same topic.
In this lesson, students will demonstrate understanding of how to
make predictions when reading nonfiction text. Students will:
-Predict what they are going to read about.
-Analyze key details and refer to text to support predictions.
-Confirm and revise predictions while reading.
CK
ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications
SUPERVISING
TEACHERS
SIGNATURE
CK
Activating Prior Knowledge
Ask, What is nonfiction? (a book or an article based on facts)
Show students the covers of a variety of nonfiction books. Ask, What
predictions can you make by looking at the cover of a nonfiction book?
Discuss how looking at the picture, the title, and any other words that are on
the cover can help the reader make predictions about the book.
Ask, Why might you want to make predictions about a book
before you read it?
ELL students will be encouraged to use their sentence frames, and will be
asked to repeat key terms.
Explicit
Instructions
Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
needs
Hook/Lead-In/Anticipatory Set
To prepare for the lesson, choose three book characters. Fill a bag with
a variety of items that represent one of the characters. Hang pictures of
the characters on the board. Books will be chosen
Say, Today we have a mystery to solve. We need to find the owner
of this bag. Start pulling items from the bag. Show each item and
encourage students to predict which character might own the bag. Ask
them to give a reason for their predictions. After all the items are
shown, ask students if they want to revise their prediction. Then reveal
the character.
Big Idea Statement
Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize
information.
Effective readers use appropriate strategies to construct meaning.
Point to Big Ideas on the board.
Essential Questions Statement
We can make predictions while reading as to what will
occur next in a story.
Objective Statement
Students will be able to:
-Predict what they are going to read about.
-Analyze key details and refer to text to support predictions.
-Confirm and revise predictions while reading.
Transition
After students have had a chance to share their ideas, take the class on
a picture walk of the book. Slowly flip through the book, showing
students all the pictures. Encourage students to think, What is this
picture telling or showing me? before moving on to the next page.
(For students who struggle, encourage them to look at what is mainly
happening in the picture. Then direct attention to the background and
perspective of the picture so that students take in all the details.)
Key Vocabulary
Recount: To tell a story in detail.
Prediction: An educated guess about what will happen based on the
text and background knowledge.
Text features: Tools used by an author to add information or further
explain a concept in a nonfiction text.
PreAssessment of Students
Ask, What is nonfiction? (a book or an article based on facts)
Show students the covers of a variety of nonfiction books. Ask, What
predictions can you make by looking at the cover of a nonfiction book?
Discuss how looking at the picture, the title, and any other words that are on
the cover can help the reader make predictions about the book.
Ask, Why might you want to make predictions about a book
before you read it?
ELL students will be encouraged to use their sentence frames, and will be
asked to repeat key terms.
Evaluation of
Formal Evaluation
the
Making Predictions Graphic Organizer
Learning/Master Informal Evaluation
y of the
Q & A Session
Concept
Observe students during their discussions with partners.
Closure
Summary & Review of the Learning
As an exit slip, students will fill out post-it notes, writing
one thing that they have learned in the lesson.
ELL students will have the option to write what
challenged them during the lesson.
Homework/Assignments
Practice making predictions with stories with
parents/guardians at home. (This may be extended to an
older sibling, cousin, neighbor, etc.) *This task was
assigned assuming that each student had received a
book from the instructor to add to his or her personal
libraries prior to this lesson.
Reading
Materials
Technology
Equipment
Supplies
Teacher
Self-reflection