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Erica Scully

Czerwinski, Third Grade, Mcgaheysville Elementary

Presented: 11/11/16 9:30 am
A. Comprehension READ Lesson Plan- Prediction
The pre-assessment conducted for this comprehension literacy lesson plan is based on the
results of a QRI conducted with one of the third graders in class earlier this semester. This lesson as
planned for a small group of students that currently are placed in the same group for reading accuracy
and comprehension skills as the QRI student. The QRI results demonstrate that the students reading
comprehension ability is at a 4th grade level. This lesson requires students to read short passages and
engage in higher level thinking to predict what event will happen next. Additionally, this lesson has
students re-visit the text and use key words and concrete evidence to support their answers. This lesson
is at the appropriate level for this group of students because the passages are at a fourth-grade reading
level. This lesson fits into the curriculum sequence because students have already been introduced to
making predictions and finding in-text evidence that supports their reason. They recently read a short
biography on George Washington and practiced going back to specific paragraphs to find supportive
Ultimately, predictions help develop metacognitive awareness skills so students know how to
think about their thinking while reading. This is an extremely important skill because to be a
successful reader, students must be able to construct meaning and read in between the lines of texts.
Making predictions and inferences strengthen the ability to understand the purpose of the authors
writing, as well as opens the door of opportunity to make connections.
Understand I will understand that
Know I know that making a
making predictions uses existing
prediction means making an informed
knowledge to make connections and
guess. I know that to make
meaning of a text.
predictions, I must use key words and
context clues from the text to support
my answer.

Do I can construct meaning of a

text through making predictions. I can
draw conclusions about text through
making predictions.

Students will be assessed through questions and statements asked while completing the assignment.
Questions such as How do you know what to write if the author hasnt written it yet? will give
insight into the struggling students who do not grasp importance of the lesson. The answers students
put on the worksheet will be a significant assessment tool to determine if students understand how to
make predications and support them. Additionally, the follow-up questions at the end of the lesson will
give insight into whether or not students understand the idea that prediction making helps decode
meaning and deepen understanding of a text.

3.5 The student will read and demonstrate comprehension of fictional text and poetry.
c) Make, confirm, or revise predictions.
g) Draw conclusions about text.

Pencils (students responsible to provide)

Worksheet for every student (teacher provides; attached at the end)

Erica Scully
Czerwinski, Third Grade, Mcgaheysville Elementary
Presented: 11/11/16 9:30 am
(Include a DETAILED description of each step. Write what you will SAY and DO.)
The learning environment will be constructed in a small group setting. Students in the group
will sit around the back table with the teacher in the middle.
Engage -Introduction of the lesson
The teacher will first ask students in the small group What does it mean to make a
prediction before reading? Why do you think we make predictions before reading
texts? Do you think it helps? This will draw on students prior knowledge and
previous experience with making predictions and looking for in- text clues. After a
small group discussion, the teacher will highlight the importance of using prediction
when comprehending meaning of text. The teacher will summarize the main idea of
why prediction is necessary- Remember, making predictions while reading is very
important because it allows readers to construct their own meaning and read between
the lines and understand what they author is really trying to tell the audience. The
teacher will then ask students Do you remember reading about George Washington
and finding text evidence to support your answers? We are going to practice making
predictions on five short passages about what will most likely happen next using
textual evidence and clues from the text. I will be here to help if needed, but try your
best to complete the worksheet individually!
Implementation of the lesson
Step 1: Teacher will pass out the prediction worksheets to every student in the small
group. Students will write their name and date on the top of the paper.
Step 2: The teacher will ask the small group who wants to read the directions on the
top of the sheet aloud to the rest of the students. The students will raise their hands if
they want to be selected to read.
Step 3: The teacher will read the first passage on the worksheet out loud to the small
group of students sitting around the table. The students will follow along word-for
word with the teacher.
Step 4: The teacher will guide students through understanding what the first question
of the worksheet is stating. The teacher will say The worksheet asks you to
hypothesize what event will happen next based on what we have read in the passage.
There is not necessarily a right or wrong answer, but make sure to use textual
evidence to support your answers. The students will fill in the first section of their
worksheets and ask any questions if they are confused.
Step 5: The teacher will say Now that we worked through the first passage together,
if you feel comfortable enough you should read and complete the rest of the passages
on the worksheet. The students will either continue and complete the worksheet, or
they will need additional help from the teacher.
Step 6: When students have completed all the passages and made predictions on the
worksheet, they will turn their worksheet in to the teacher. The teacher will review
student answers, and may ask follow up questions to gain insight into the students
though process and understanding. Questions may be ones such as Why did you
make this prediction for the second passage? What clues helped you figure it out? or
Did you find this one specifically hard? What made certain passages harder than

Erica Scully
Czerwinski, Third Grade, Mcgaheysville Elementary
Presented: 11/11/16 9:30 am

Before students turn in their worksheets and head back to their seats, the teacher will
ask a couple of debriefing questions to gain an understanding whether students have a
solid grasp on making predictions and backing them up with textual support.
Follow up questions will be open-ended and may include Did predicting what might
happen next help you understanding the meaning of the text better? Why? or Why
do you think it is important to find evidence from the text to support your predictions
that you made? and finally Do you guys enjoy making predictions? Do you think it
is something that you do already during SSR without always realizing it?

This lesson was designed to meet the needs of all students because it is done in a small group
of students with similar comprehension abilities. I will extend and enrich the learning of students who
finish early by asking them to pick their favorite passage on the worksheet and continue writing based
on their predictions they made on what event will unfold next. After writing another paragraph or two,
they can continue to write even more or they can illustrate a picture that portrays the storyline. I will
support the learning of children struggling with the lesson objectives by offering to read aloud all of
the passages, not just the first one. Another opportunity would be for struggling students to read the
passage out loud and discuss with the teacher their prediction ideas before they write it down on the
worksheet. This will allow students to orally discuss and explain their thinking if they have trouble
transferring their ideas from their mind to the worksheet.

Students could misunderstand what the objective of the lesson is. One thing that could go
wrong is they might not understand that they must find textual evidence that specifically supports their
predictions that they made. They could find textual evidence from the passage that has nothing to do
with their predictions. If this happens, I will talk through their misconceptions and ask questions that
guide their thinking instead of pointing out the right answer. An example of what I would specifically
say would be How did you know that ______ will happen next? Can you show me clues that give
you this idea?

Erica Scully
Czerwinski, Third Grade, Mcgaheysville Elementary
Presented: 11/11/16 9:30 am


Erica Scully
Czerwinski, Third Grade, Mcgaheysville Elementary
Presented: 11/11/16 9:30 am

Name: ______________________________

Making Predictions Worksheet 1

Directions: Read the following passages. Determine what event is likely to occur next. Explain your
answer using textual evidence.
Vince Thunder waved to the crowd one more time before he put on his motorcycle helmet. The crowd
cheered uproariously. Vince looked down the ramp and across the 17 school busses that he was about to
attempt to jump. It was a difficult trick and everything would need to go right for him to nail it. His cape
blew in the wind. As Vince hoped on his motorcycle and started down the ramp, he noticed something that
he had not seen before. There was large oil slick at the end of the ramp. He attempted to stop the bike, but it
was too late. He had already built up too much momentum...
1. What event is most likely to occur next? ________________________________________________

2. What evidence from the text supports your prediction?

Rex sat at the mouth of the alley and chewed the bone that he had found by the dumpster. It was a meaty
bone that had belonged to a larger animal, perhaps a state fair prize winning pig. Rex was attracted to the
bone by its strong scent. Apparently, he was not the only one who could smell it. He heard the jangle of tags
behind him and turned to see a larger dog. Rex released the bone and began growling at the other dog. The
other dog began growling at Rex. The two dogs inched toward one another, maintaining eye contact. Each
began growling louder as the other approached within striking distance...
3. What event is most likely to occur next? ________________________________________________

4. What evidence from the text supports your prediction?

John sat in the classroom and drew pictures of the Tatakai Fighting Warriors in his notebook while his
teacher lectured about biology or something. He didn't really know for sure. The last thing he remembered

Erica Scully
Czerwinski, Third Grade, Mcgaheysville Elementary
Presented: 11/11/16 9:30 am
her saying was that there would be a test tomorrow. His heart jumped. He went home to study for the test,
but he was soon drawn to his Game Box. He played Tatakai Fighting Warriors long into the night. When his
alarm clock rang the next day, he was too tired to hit the snooze button, so he let it beep for about 20 minutes
before he got up and went to school. As she had promised, the teacher has prepared a test. She reviewed the
testing procedures and directions with the class and then passed out the test. John looked at his test and
scratched his head...
5. What event is most likely to occur next? ________________________________________________
6. What evidence from the text supports your prediction?

Angela threw the bedspread over the bed and fussed with it until it was free of wrinkles. She dusted her
dresser and straightened the knickknacks. As she was leaving the room, she noticed that a picture frame on
the nightstand was slightly crooked. She went back into the room and straightened the picture frame. She
examined her bedroom one more time and gave it a satisfied nod, and then she went to vacuum the living
room. As she was running the vacuum, her three-year-old son Jason walked into Angela's bedroom. He was
drinking a glass of grape juice and playing with his cars. Angela's bedspread fell as he raced his cars off the
bed. While hitting an imaginary jump with his cars, he bumped into the nightstand and knocked over
Angela's picture frame. Then, while he lined his cars up at the starting line of a pretend race, he kicked over
the grape juice and it spilled all over Angela's white carpet. Jason didn't notice. After Angela finished
vacuuming the living room, she tied the cord around the vacuum and went to return it to her bedroom...
7. What event is most likely to occur next? ________________________________________________
8. What evidence from the text supports your prediction?

Lance didn't cook much but he wanted to do something nice for his wife's birthday, so he decided to make
her dinner. He was preparing a meal of steak and potatoes by following a recipe that he had found on the
Internet. He put the steaks on the grill on low heat and quartered the potatoes. Then he threw the potatoes in
a skillet with a little bit of oil and cooked them over medium heat. After browning the potatoes, he grabbed
the skillet by the metal handle and put it into the oven at 400 degrees. Twenty minutes later he grabbed the
steaks off of the grill and began preparing the plates. The last thing that he needed to do was take the
potatoes out of the oven. He thought about using a potholder to remove the pan, but didn't want to bother

Erica Scully
Czerwinski, Third Grade, Mcgaheysville Elementary
Presented: 11/11/16 9:30 am
with getting one out of the drawer. He reached into the hot oven, his hand nearing the metal handle of the
skillet. He wrapped his hand around the handle and clenched tightly...
9. What event is most likely to occur next? ________________________________________________
10. What evidence from the text supports your prediction?