Time To Complete
I Can Statements
- I can:
- Use evidence or data to imagine outcomes to clarify and extend my understanding texts and solve problem
- Use clues in a text (the cover, headings, images, a scene, charts or graphs) to make an informed guess about what the text is about, or what will happen next in the text
- List the evidence I use to inform my predictions
- Use my background knowledge and experience to make my predictions
- Identify patterns in a text and use them to make predictions and inferences
- Monitor my inferences and predictions as I read to see how accurate they are, modifying them if I need to
- I will know my predictions are of high quality when they:
- Are grounded in textual evidence or data
Suggestions for Assessing Student Readiness to Move Forward:
- Confer with students, asking them to share their predictions and point out the evidence or data they used as the basis for the prediction.
- Ask students to self-evaluate their work after completing one of the activities below.
Model reading a text aloud, while displaying it to the students. As you read, stop occasionally to note when something in the text makes you predict that something else will happen later. Think aloud about what specifically in the text makes you make what prediction, and why. (e.g., “When I read ____ I predict that ____because ____”).
Students should practice predicting in groups and individually by reading texts and stopping periodically to make logical predictions.
- In groups of two to four, students should take turns reading a text aloud, with each student taking a turn to justify a prediction. They can record their predictions on chart paper and present some of them to the class. As they keep reading, students should return to these chart paper displays to indicate which predictions were confirmed and which were not.
- Students read a text individually, and record predictions on Post-its or on two-column notes.
- They should continue various forms of practice until they are adept at making predictions.
After several days of practice and once they have achieved mastery, students should annotate their chosen text with predictions in the style they have chosen for their performance task.
- reDesign’s Learning Strategy Matrix
- Strategies That Work by Stephanie Harvey and Anne Goudvis
- I Read It, but I Don’t Get It by Cris Tovani
- Mosaic of Thought by Ellin Oliver Keene and Susan Zimmermann
- Reciprocal teaching: http://www.readingrockets.org/strategies/reciprocal_teaching
- Reciprocal Teaching at Work by Lori Oczkus