LESSON PLAN ON MAKING PREDICTIONS I. Objectives

1. Make predictions during the reading of a selection. 2. Change or retain earlier predictions while reading a selection.II. Subject Matter

Reading strategy: making predictions III. Materials

Picture stories

Story selections written on flip charts.Graphics organizer prediction chartIV. Procedure

A. Introduction

Activity

Introduce the lesson by doing an activity with the student. Flash the 6 picture cards one at a time. Ask the student to predict or guess what will happen next before showing the next picture card. See Introductory Activity section found on page 14.After the activity say:

How were you able to guess or predict the next event? (Expected answers: she does that to her dog; she has seen a similar activity on TV; the boys body position or posture gives an idea of what he will do next, etc.) We can say, that you were able to guess or predict because you can relate your personal experiences to the actions seen in the picture, and because the picture shows some clues that gives an idea of what is to happen.

After the activity say, Today, we will do a similar activity by predicting or guessing what will happen in a story.

Define Prediction

Making predictions is a reading strategy. A prediction is a guess that you think will happen in a story. In making a prediction, you need to use some clues found in the text, combine and relate the clues you have gathered to what you already know based on your experience.When predicting we: Step 1: Look for clues in the story (e.g., words said by the character, events).

Step 2: Think about what you already know about the clues in the story.

Step 3: Combine the two to make a guess on what will happen next.

Establish the Importance of Making PredictionsSay, Good readers think as they read. Reading is thinking. Good readers make predictions about what will happen in the story because it means that they are checking for themselves if they understand the events in the story as they read. This is a sign that they are paying attention to what they read. It is therefore important that you learn the strategy of making predictions. And this is what we will learn today.B. Teaching/Modeling

Say, I will show you how to make predictions while reading. I am going to read a story and while I do, I will pause in certain sections, and I will make a prediction of what is to come, before I continue on reading. I will also confirm my predictions if they are correct and maybe change my earlier prediction/s if needed.Do not show the title of the selection.Before reading, introduce the prediction chart. Model how to use/fill out the predication chart while thinking aloud. Say, The chart will help us visualize the process on how to make a good prediction.Prediction ChartClues I found in the Story What I know What I predict

I think

Text 1: Adapted from the story entitled, The QuestionTom is studying. He goes to a national high school. He is learning science. Someday, Tom would be a scientist. He has wanted to be a scientist since he was a small child.

Tom also studies mathematics. Math is often used by scientists. In fact, his mother has told him that math is the scientific language. He likes math, and he finds the subject easy. Some of the other students hate math. His father has said that Tom could be a good math teacher. In fact, he has encouraged Tom to be one. Toms mother has also encouraged him to pursue what he is good at doing.

Tom loves his father and wants to please him, but he also wants to pursue his ambition of becoming a scientist. Note for teacher: Stop here. Complete the prediction chart while thinking aloud. Ask and say:

What do you think Toms decision will be? It says in the story that Tom likes math and finds it easy. It also says that Tom is good in math. Toms parents encouraged him to be a math teacher and pursue what he is good at. Explain that what they know in relation to the clues found in the text, can come from:

1. A personal experience that we can relate to.

In question form: Do I have a similar personal experience?

2. An experience of someone we know who has a similar experience.

In question form: Do I know someone who has a similar experience?3. A similar experience we have heard or watched or read.

In question form: Have I heard or watched or read a similar experience from somewhere? Go back to the chart to make a connection to what you know about the clues earlier identified. What I know is that some children are willing to give up what they want to become to please their parents. They do this because they think it will be their parents who will support them in college. If they dont follow what their parents say, they may have to work to earn the money they need to pay for school expenses. Based on this information, my prediction is that Tom will choose to be a math teacher. Lets read on and find out if my prediction is correct.

Prediction Chart

Clues I found in the StoryWhat I knowWhat I predict

Tom likes math and finds it easy.

Tom is good in math.

Toms father encouraged him to be a math teacher.

Toms mother encouraged him to pursue what he is good at doing.

Personal experience

Some children give up their personal dreams or ambitions to please their parents. Children do this because it is their parents who will support them through college. Some fear that if they dont follow what their parents say, they will have to work to earn money to pay for school expenses.

I think Tom will choose to be a math teacher.

Continue reading

Tom likes helping other students, but he doesnt want to be a teacher. He is firm in his decision that he would be a scientist and not a teacher. Validate prediction. Say, My prediction is incorrect, but thats ok because my prediction is a guess after all. Someone might have a different prediction because s/he has a different experience. Explain and show how to make good predictions:

My prediction is incorrect, but I think I made a good prediction because of what I did. What is important in making a good prediction is that we look for clues in the story, and relate these clues to what we know. This information would lead us to make a prediction.

I know that I have made a good prediction when I am able to identify details from the story that can give me clues to what will happen, relate these clues to what I already know or experience, and use this information to form my prediction.

Go back to the prediction chart to show that you made a good prediction even if the prediction is incorrect.

I think I made a good prediction even if my prediction is incorrect, because I was able to identify information about what Tom wants and what his parents want for him. These are clues I used to make my prediction. I have also related or connected these clues to what I know about why some children follow their parents plan for them. Using these two pieces of information together I formed my prediction.

Some people may have a different prediction because they may have a different experience about children and how they view themselves and their parents. Even if they have a different prediction, their prediction can be considered good if they are able toidentify details from the story that can give them clues to what will happen, relate these clues to what they know or experience, and use this information to form their prediction.

Introduce the next text by saying that earlier predictions can be reviewed as one continues to read the story, and s/he can make changes in his/her earlier predictions. Text 2:Rosie, are you hiding something under you jacket? Rosies mother asked sternly. Im not really hiding it, Rosie replied. Im keeping it warm. Its one of Mr. Falcos kittens. Hes giving them away.No, No! Not another animal! said Rosies mother. You already have two love birds, two rabbits, and a turtle. And Mittens might not want another cat in the house.

Stern strict

Note for teacher: Stop here. Complete the prediction chart while thinking aloud. Ask and say: Do you think Rosies mother will let Rosie keep the kitten? It says in the story that the mother said, No, no! Not another animal. In my experience, when my mother says no, she sticks to what she says. It is hard to argue with my mother when she has already made up her mind. My prediction is that Rosies mother will not let Rosie keep the kitten. See prediction chart on the next page. Lets read on and find out if my prediction is correct.

Continue reading

But Mittens could use a playmate, said Rosie. And just look at this lovable, fuzzy fellow. Rosie opened her jacket to show the kitten snuggling against her.

Rosies mother signed. What a cute fluff ball he is! she said, reaching out to stroke the kittens head.

Note for teacher: Stop here. Explain the importance of modifying predictions. Model thinking out loud. What was my first prediction? Go back to the chart to review the first prediction. After doing so, say, As I read on, I get more clues from the story that are opposite or contrary to what I know about them. These would make me want to change my prediction. Why would I want to change my prediction? It is important to continuously anticipate or expect what is to happen next in the story because it is a way for me to check for myself if I still understand what is going on in the story. If I dont do this, I am not thinking while reading. That means I am not paying attention to new clues or details that would help me understand what is going on as I read, and that would help me anticipate what is to come. Therefore, I am not helping myself understand the events in the story if I dont pay attention to clues that will help me anticipate future events in the story.

What additional clues in the second part of the text will help me decide if I would retain or change my earlier prediction? Write the clues and your prior knowledge on the chart as you model thinking out loud. See prediction chart below. These are the new clues that I got from the second part of the story, and what I know in relation to these clues. These new pieces of information are telling me that my first prediction may not hold true anymore. Do I want to change my first prediction? I think I need to change my prediction. Write your new prediction in the chart. I need to change my prediction because:

If I keep my earlier prediction, it would not be making a good prediction. I know that to make a good prediction I need to be able to identify details from the story and relate these to what I already know or experience, and use this information to form my prediction. I found new clues in the story that say the opposite of (or contradict to) what I know about them, and that these could change the events in the story. I would not be making a good prediction if I retain my earlier prediction.

Prediction Chart

Clues I found in the storyWhat I knowWhat I predict

First prediction:

Mother said, Not another animal

Personal experience

When my mother says no, she means it. I think mother will not let Rosie keep the kitten.

Second prediction:

Rosie already has lovebirds, rabbits, and a turtle as pets.

Rosie said that the kitten can be Mittens playmate.

The kitten is described as lovable, fuzzy, snuggling, cute fluff ball.

Rosies mother sighs and strokes the kitten.

Experience of others

People who have lots of pets often want more pets.

Some parents can change their minds about not keeping a pet when they see how cute the pet is.

New prediction:

I think mother will let Rosie keep the kitten.

After changing your prediction, say: Lets read on and find out if my new prediction is correct.

Continue reading

The kittens thick fur felt so soft against her hands. Rosies mother agreed to keep the kitten for Rosie.

Validate the prediction. Say, My new prediction is correct. Emphasize that earlier predictions can change as you get more clues from the story.

End the Teaching/Modeling by summarizing these important ideas on making predictions.Summary 1

When predicting we: Step 1: Look for clues in the text. Step 2: Think about what we already know or experience in relation to the clues identified. Step 3: Combine the two to guess what will happen next. Summary 2:

A good prediction is made when we are able to: Identify relevant clues in the text, and

Connect our experience or what we know about the clues we have identified.

Summary 3:

We need to confirm or modify our prediction as we read further because it will:

Help us check our understanding of the events or character in the story; Anticipate or expect what will happen next; and, Help us pay attention to what we read.

C. Guided Practice

Lets read another story and make a prediction together. The teacher reads the first part of the story, and asks a prediction question. The student and then the teacher alternately provide the clues found in the text (step 1), and prior knowledge related to the clues (step 2). The student will provide her prediction (step 3). The teacher may provide the prediction if the student needs help. The student will read the rest of the story to confirm her prediction. Text:Melissas eighth birthday was coming up in two weeks. Her mother was planning for Melissas birthday party. Two years ago, Melissa took her close friends to eat ice cream and cake at home for her birthday. They had such a great time that Melissa begged to invite her close friends over to their house for some ice cream and cake on her next birthday.

Note to teacher: Stop here. Ask:

What could be Melissas mother be planning for Melissas birthday party? In the story it says, Melissa begged to do it again on her next birthday, and that she and her friends had a great time. (step 1 teacher)

What is your experience with your parents when you really want something and you beg your parents to do an activity again? (step 2 student)

What could be her mothers plans for Melissas birthday? (step 3 student and/or teacher) Prediction ChartClues I found in the storyWhat I knowWhat I predict

Expected answers

Melissa begged to have her friends over to their house for ice cream and cake. Melissa had a great time with her friends over at their house having ice cream and cake. Possible answers

I really want something when I beg I get/dont get the things I want when I beg.

I celebrate my birthday differently every year. Expected answers. Melissas mother will or will not (depends on answers to the 2nd column) invite Melissas close friends over their house again for her next birthday.

Continue reading Last year for Melissas birthday they went out to eat at a fancy restaurant and to watch a movie at the mall. Melissa and her friends really enjoyed that.

Recently Melissa talked about how much fun she had when a local magician visited her school. He told good jokes and did fun and exciting magic tricks. Melissa even brought home a poster about the magician to show to her mother. Stop here. Teacher invites the student to revisit her first prediction and says: What was our first prediction? Do you want to change our prediction? What makes you say so? What are the new clues from the story that would make you want to change your prediction? (step 1 student) What is your experience/what do you know about magic shows or similar shows? (step 2 student and/or teacher) Will you change your earlier prediction? If yes, what is your new prediction? (step 3 student) Prediction ChartClues I found in the storyWhat I knowWhat I predict

Expected answers

Melissa begged to have her friends over to their house for ice cream and cake.

Melissa had a great time with her friends over at their house having ice cream and cake. Possible answers

I really want something when I beg

I get/dont get the things I want when I beg.

I celebrate my birthday differently every year. Expected answers

I think Melissas mother will or will not (depends on answers to the 2nd column) invite Melissas close friends over their house again for her next birthday.

Expected answers to the 2nd prediction

Melissa had fun watching a movie and eating in a fancy restaurant with friends.

Melissa had fun watching the magicians tricks. Melissa brought home a poster about the magician to give to her mother. A lot/few/none of my friends like to watch magic tricks.

If I really want to experience watching something again, I get more information about it. Possible new predictions

I think Melissas mother will or will not (depends on answers to the 2nd column) invite Melissas close friends over their house again for her next birthday.

I think Melissas mother will change her plans and hire the magician to perform on Melissas birthday.

I think Melissas mother will hire the magician and prepare cake and ice cream at home for Melissas next birthday.

Continue reading

Last week one of Melissas friends had a party for her birthday at their house, and served cake and ice cream. So Melissas mother called the magician and was able to confirm his reservation for the party. She felt confident that Melissa and her friends would have a great time at the birthday party. Melissas mom decided to keep the birthday plans a secret so Melissa would be surprised. That afternoon after school, Melissa came home and announced that she wanted to have a pool party at a hotel for her birthday.

Melissas mother decided to keep the magician and have him perform at the pool party. Melissas mother was certain the birthday party would be a success!

D. Independent Practice

Note to the teacher: Present the selection in three parts one at a time. Have the student read independently and fill out her first prediction at the first stopping point, before presenting the second part of the selection. Present the last part of the selection after the student has written her second prediction after the second stopping point. Only proceed to the next part when the student has completed filling out the predication chart.Instructions: Read the story shown and the questions asked. Write your prediction in the prediction chart.

Selection: Adapted from a selection on page 44 of Phoenix Learning Package 4, 3rd edition. Part 1 It was the end of the semester. The teacher gave a long examination. The next day she called two boys. Who copied from whom? asked the teacher.

Not I, said Jose.Not I, said Ramon.

All right, if you dont tell me the truth, Ill mark both of your test papers zero. Then I will recommend that you both get a one-week suspension.

A third pupil, Greg, felt very disturbed. He saw how Ramon had copied Joses answers when Jose went to the comfort room. Greg considered what to do since both were his friends. Besides, Ramons father was also their teacher in one subject.

Disturbed uneasy 1st stopping point. Say: Write your prediction on what you think Greg will do.

Part 2

But Greg decided to take the risk rather than allow an innocent person to be punished.

So he wrote a note and gave it to their teacher. It read: May I see you after class with Ramon and Jose?

The teacher asked the three boys to stay. Greg then faced Ramon with earnest eyes.

Ramon, youre my friend, he said, but I cannot just keep silent and let Jose be punished. I saw you get his test paper and copy his answers.

Ramon cried angrily, You nosy fool. Im going to tell my father about this! You said I am your friend, then how could you do this?

Earnest sincere; serious

Nosy - too much interest in other peoples activities 2nd stopping point. Say: Write what you think Ramon will do next.

Part 3

Thank you, Greg, for telling the truth, Jose said, but I want you and Ramon to stay friends.

I want Ramon and I to stay friends, but I know that I must tell the truth. Greg pleaded to Ramon, We have been best friends since kinder. I hope you and I could still be friends. Can we still be friends?

3rd stopping point. Say: Write what you think Ramons decision would be. Will he change his mind?

Part 4

But Ramon didnt want to be friends with Greg anymore because of what he had done. Ramon insisted that he would tell his father about what Greg did, then ran out of the room. Jose felt sorry for Greg for what happened.

I didnt want you to lose your friend, Jose said.

Its all right, Greg replied, I hope Ramon would eventually realize that what he did was wrong. Reference for the Teacher: Possible Answers of the Student

Prediction Chart

Clues I found in the storyWhat I knowWhat I predict

1st stopping point - 3 points maximum

Greg felt very disturbed.Ramon and Jose are both Gregorios friends.

Ramons father was a teacher in the school.

Some children, who have a sense of what is right and wrong, would tell adults the wrong things they see other children have done.

Some children consider their friends above other things. They feel that they belong if they are associated with a group of friends. They would rather not tell the truth, or not say anything, or makeup a story to keep their friendship. Being friends with a classmate whose parents are teachers in the same school may seem to be favorable in some ways (e.g., prestige) to some children.

Greg with tell the teacher what he saw or what really happened.

I think Greg will not tell the teacher what he saw or what really happened.

2nd stopping point 3 points maximum

Ramon was angry when he said he would tell his father what Greg did. Ramon called Greg a nosy fool.

Children who feel betrayed by their friends would end their friendship.

Some children, who are angry, mean what they say and tend to do what they say. Some children may not mean what they say. They just want to frighten someone by using their parents or anyone in authority to defend them.

I think Ramon will tell his father (about) what Greg did.

I think Ramon will not tell on his father (about) what Greg did.

3rd stopping point - 3 points maximum

Greg wanted and pleaded for Ramon to still be his friend. Some children can change their mind when they see sincerity or truthfulness from their friends. Some children will not keep friends whom they think have betrayed them. Ramon will keep his friend, and will not tell his father father (about) what Greg did.

Ramon will not be friends with Greg anymore, and will tell his father (about) what Ramon did.

E. Evaluation Note to the teacher: Similar to the Independent Practice, the teacher presents the selection in four parts one at a time. Only proceed to the next part when the student has completed filling out her predication chart after each stopping point. Read the instructions orally. Do not show the title.Scoring Guidelines: The student should show logical connection in her answers in columns 1 to 3 of the prediction chart. Give one point for any correct clue answered in column 1. Give a point for an answer in column 2 that shows logical connection to the clue the student has identified. Give a point for an answer in column 3 that shows logical connection to the answers given in the first 2 columns of the inference chart. Instructions: Read the story shown and the question asked. Write your predictions on your prediction chart. I will show the next part of the story when you are done writing your predictions. Selection: Adapted from the selection entitled, New Friends Part 1 -

It was the first day of school. Nestor looked neat and handsome in his new uniform. He took his schoolbag and said goodbye to his mother.

Be careful, said Mrs. Jose, Look both ways before you cross the street. You are in a city in a new neighborhood.

Nestors family moved into the new neighborhood from Zamboanga last week. Nestor walked away from his new home to go to school.

New schoolbag, new shoes, new uniform, but no new friends, Nestor kept murmuring. I wonder how I can make new friends, he thought as he looked around his new surroundings.

New schoolbag, new shoes, new uniform, he continued to murmur until he reached the school, and then bog!

Look, what you have done! said Nestor to himself as he tried to stand. He did not see the big stone near the ditch. It was filled with mud. He fell into it because he was thinking of other things. Nestor wanted to return home to change his clothes but the school bell rang to indicate that it was time for class.

Stop here. What do you think Nestor will do?

Part 2

Nestor had no more time to go home. He would be late for school. What would his new teacher say?

He ran to the school ground and looked for the washroom. There he cleaned himself and went to his classroom.

The teacher was calling the roll when Nestor came in. Good morning, Mrs. Roxas, he said Im sorry Im late.

You must be Nestor Jose, said Mrs. Roxas and seeing his wet uniform, she asked, My! What happened?

Nestor related the accident and his classmates started to laugh.

Nestor, said the teacher. You cannot stay in those clothes. Youll catch a cold. You had better go home and change your uniform.

Stop here. What do you think will happen next?

Part 3

Ben, who was seated behind the front row stood and said, Mrs. Roxas, Nestor does not have to go home. I live across the school. I am as big as Nestor. I think we wear the same size of clothes.

Holding Nestor on one shoulder, Ben said, Come, Nestor, lets see what we can do about your uniform.

Nestor was so happy. He said to himself, Ive found a new friend.

When recess time came, all the children got their placemats and snacks ready. All of them except Nestor. Mrs. Roxas, who was about to start eating her snacks, noticed Nestor.

Nestor, she asked, did you not bring anything for recess?

Nestor took something from his bag. It was a paper bag with mud all over it. Then, he said, My sandwich got dirty when I fell and I also lost my money.

Stop here. What do you think will happen next?

Part 4

Cora, one of the girls in the class heard this. She went over to Nestor to offer him some of her sandwiches. Nestor, she said, have some of my sandwiches. Mother usually prepares more than I can eat.

Thank you, Cora, said Nestor.

And here is your glass of orange juice, said Mrs. Roxas.

Oh! Thank you, Mrs. Roxas, said Nestor. And as he ate his snacks, he was thinking to himself, Those are two more new friends Ive made.

The end.

Reference for the Teacher: Possible Answers of the Student

Prediction Chart

Clues I found in the storyWhat I knowWhat I predict

1st stopping point 3 points maximum

Nestor was filled with mud.Nelson was a new student in the school.Nelson did not have time to go home because the bell rang to indicate the start of class.

Teachers make the students go home to get themselves cleaned up and ready for school. Teachers usually call the parents of children who encounter accidents in school.

Students who are new in a school would like to make a good impression to their classmates and teachers. Some students dont want to be late especially if its their first day in a new school. Nelson will go home to get himself cleaned.

Nelson will not go home. He will clean himself at the school.

2nd stopping point 3 points maximum

The teacher asked Nelson to go home and change his uniform.

Nelsons classmates laughed when he told what happened to him. Some students obey what their teacher says.

Some students do not want their classmates to laugh at them. It makes them feel embarrassed.

Embarrassed might be unfamiliar.

Nelson will go home and then come back to school wearing a dry and clean uniform.

3rdstopping point 3 points maximum

The teacher noticed Nestor not having snacks.

Teachers who are sensitive to their students welfare are willing to share their resources with their students.

The teacher will share some of her snacks with Nestor.

Introductory Activity Instruction for the teacher: Cut the pictures individually.

Students Copy

Prediction ChartClues I found in the storyWhat I knowMy predictions

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