Making Predictions Lesson

Third Grade Reading

by Maggie Knutson November 16, 2016

This lesson thoughtfully scaffolds the reading skill of predicting. Students are introduced to the concept and get
to practice making predictions. They will apply what they have learned during a focused independent reading
activity.

Learning Objectives

Students will be able to practice making predictions and support their thinking with evidence from the text.

Materials and preparation

Class set of the Learning to Make Predictions

worksheet
Class set of the Matching Predictions worksheet
Class set of the Making Predictions During
Independent Reading worksheet
Class set of the Writing Passages and Making
Predictions worksheet (optional)
Document Projector

Attachments

Learning to Make Predictions (PDF)

Matching Predictions (PDF)
Make Predictions During Independent Reading (PDF)
Writing Passages and Making Predictions (PDF)

Introduction (10 minutes)

Tell your students that you are going to be playing a quick game that involves making predictions.
Explain that you are going to re-enter the room and provide clues as to what you are going to do next.
They are to make a prediction about what will happen next. Here are two scenarios:
Re-enter the classroom and go directly to pick up your class read-aloud book (or any book that you
might read to them), put on reading glasses (if you have them), and situate a stool or chair that
you might use for read aloud time. Then, stop and ask your students to predict what you are going
to do next (read aloud). Ask them to provide observations or clues that support their prediction.
Re-enter the classroom. Get a kickball (or other playground equipment) from your storage area,
get your whistle and/or room key, and put on your coat. Have the class make a prediction about
what might happen next and support it with evidence.
If neither of these work, come up with a scenario or two that fit your class routine/culture. You could act
as if you are getting ready to administer a test, do a craft, or something similar. Again, have students
make a guess based on evidence and share.
Explain that as readers, we can use clues to predict what is going to happen in the story. It doesn’t really
matter whether your prediction is correct or not. What’s important is that you are paying attention to the
clues and thinking about what might happen next.
Doing this will help you understand the story and get more enjoyment out of reading.

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 Tell them that in this lesson, they will practice using clues to make predictions.
EL

Beginning:

Provide additional examples of predictions. Use basic pictures to make predictions about scenarios.
Allow students to record observations on a concept web in their home language (L1).

Intermediate:

Review the definition of prediction and give examples of predictions we make in our everyday lives. For
example, we predict what others are feeling based on clues, such as facial expressions, tone of voice, and
body language.
Display a sentence frame for students to use when sharing their observations in the game. For example,
"I think ____ will happen next because ___."

Explicit Instruction/Teacher modeling (10 minutes)

Project the examples of the worksheet Learning to Make Predictions.

Model reading the first example to the class, thinking aloud about your prediction and evidence.
Go over the next example as a class, making sure to emphasize that students note the evidence that
they used to make their prediction.
Read each of the remaining examples as a class and then have students discuss their predictions and
evidence in pairs or small groups.
Have groups or pairs report their thinking to the large group.
EL

Beginning:

Give students a concept web graphic organizer to record observations during the teacher modeling
section.
Have students choral read the examples with the teacher.
Go over the definitions of the following words: succeed, schedule, test, community, center, grumbled, and
council. Include visuals of the words as needed.

Intermediate:

Distribute a copy of the worksheet so students are able to mark it and record information from the
examples.
For partner discussions, provide the follwing sentence stems: My prediction is ____. According to the text,
____.

Guided Practice (10 minutes)

Distribute the Matching Predictions worksheet. Go over the instructions and the examples. Then, have
students complete the exercises in pairs.
When they are finished, have students review their work together (in groups) or as a class. Encourage
students to share why they selected their predictions.
Discuss any questions.
EL

Beginning:

Ask ELs to repeat the directions to demonstrate comprehension of the activity.

Allow students to cut out the cards and manipulate them while determining a match. Have the learners
sort the cards into a T-chart with columns labeled "Situation" and "Prediction- What will happen next?"

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Intermediate:

Pair ELs with sympathetic peers to offer support. Another option would be to pair ELs with the same home
language.
Provide the following sentence stems for partner discussions: I think this is the correct prediction because
____. This situation matches this prediction because ____.

Independent working time (20 minutes)

Instruct students to prepare for 20 minutes of focused independent reading time. They should take out a
book at their independent reading level.
Distribute the worksheet Making Predictions During Independent Reading and ask students to have a pen
or pencil handy.
Explain that students will be practicing the skill of predicting during their independent reading time and
documenting their thinking on the sheet provided.
Have students write the title of the book they will be reading and note where they are starting to read.
Read the directions provided on the worksheet together and then set a timer for 20 minutes. Have
students begin to read.
EL

Beginning:

Give students a short text with noted areas at which to stop and make a prediction.
Supply learners with L1 resources to look up definitions of any unknown words.

Intermediate:

Allow students to use highlighters to go back and highlight the text evidence that supports their
predictions.
Provide the following sentence stems for each section of the chart: My prediction is ____. According to the
text, ____. My prediction was/was not correct because ____.

Related books and/or media

GAMES:

Detective Game - Inferring and Predicting

Rags to Riches Prediction Game
Find interactive books for each child’s level.

Differentiation

Support: During the independent reading exercise, gather struggling readers in a separate group and do the
activity together with a shared text at an accessible reading level.

Enrichment: Have students practice writing passages for their peers to read and make predictions. See the
worksheet Writing Passages and Making Predictions.

Assessment (5 minutes)

Use a checklist to determine whether students were able to note predictions, provide evidence, and
assess their predictions.
Give students an index card for an exit ticket. Have them write a prediction about something in their life,
and have them include a sentence with evidence.
EL

Beginning:

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 Allow students to share their predictions, evidence, and self-assessment in a teacher-led small group.
Provide a sentence stem for students to use as they complete the Exit Ticket task: I predict that ____ will
happen because ____.

Intermediate:

Guide students to self-assess their predictions, evidence, and assessment of their predictions. Have them
give each section a checkmark if done correctly, or circle it if it needs revision.
Allow students to share their predictions, evidence, and assessment of their predictions orally with a
partner. Have them use the following sentence stems: My prediction is ____. According to the text, ____.
My prediction was/was not correct because __.

Review and closing (5 minutes)

After 20 minutes of reading time has elapsed, have students share some of the observations they made
during this exercise. They can share predictions and whether they were correct, or they can share what it
felt like to pay attention to their thinking and note predictions as they read.
EL

Beginning:

Have students share their responses in a teacher-led small group.

Allow learners to draw images that describe a certain feeling as they share what it felt like to pay
attention to their thinking and note predictions as they read.

Intermediate: Instruct students to use the following sentence stems as they share their observations from the
independent practice: My story was about ____. My prediction is ____. According to the text, ____. My prediction
was/was not correct because __.

Get more lesson plans at https://www.education.com/lesson-plans/

 Learning to Make Predictions
Read each paragraph and then make a prediction about what will happen next. Use evidence to
support your guess.

1. Mariah is a very conscientious girl. She
had a hard day at school today. Mariah
found out that she failed a quiz, and two of
her friends left her out at recess. When she
got home she grabbed the box of tissues
and went into her room.
2. Robert is a great teacher. He wants all of
his students to succeed. There are three
students who did poorly on the last math
test. He checked his schedule and asked
the three students if they have any time to
meet after school.

My prediction: My prediction:

Evidence: Evidence:

3. Freenita lives near the community center
where there is a swimming pool with a slide.
I just saw her walking down the street with
a towel and goggles with two friends.
Jamie had skipped lunch to go to a student
council meeting. His stomach grumbled all
through science class and on the bus after
school. When he got home he darted
through the door and dropped his
backpack.

My prediction: My prediction:

Evidence: Evidence:

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 Making Predictions - Matching
Match the situation in the left hand column with an event in the right hand
column, making a prediction about what you think will happen next. Be
prepared to share reasons for your answer.

Martin was feeling bad about his Joelle offered to help Martin study
grade on the math test. for the next math test.

Joelle and Martin are neighbors and Martin returned his gift and got
they were both invited to the same something different.
party in a town 30 minutes away.

Martin found out that Joelle got the Joelle and Martin carpooled to the
same gift for their friend’s birthday. party.

Joelle noticed that Martin didn’t do Martin and Joelle decided to have a
well on his math test. basketball competition.

Martin and Joelle were arguing about Joelle decided to join a basketball
who can make more shots from the 3 team.
point line.

Joelle wants to get better at Martin asked more questions in

basketball. math class.

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LLC All Rights Reserved
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 Making Predictions During Independent Reading
As you are reading independently, your mind does a lot of thinking - you ask questions,
sometimes re-read passages, and you will also make predictions as the story develops.
For this activity, plan to read independently for about 20 minutes. Pay attention and
notice when you find yourself making a prediction. When you do, write down your
prediction in the first column and note the clues or evidence that you used to make
that prediction in the second column. In the third column, note whether your prediction
was correct. Remember though, the important thing is that you learn to pay attention
to your thinking, not that that you predict correctly.

The book I’m reading is called

The pages I read during this activity:

My Predictions Evidences to Support Were My Predictions

My Predictions Correct?

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 Writing Passages and Making Predictions
Read the example provided and make a prediction. Share the evidence on which you based your prediction. Then write
your own short texts, weaving in clues as to what might happen next. After you have written your examples, swap
papers with a classmate. Have them read your examples and make predictions, making sure that your classmate shares
their evidence. Remember, this isn’t about right or wrong answers, it’s about making connections and thinking.

Nicholas shot up in bed. He looked at his

alarm and realized that it never went off -
HE OVERSLEPT! His dad was making a big
breakfast that would be ready in about 45
minutes. This was the morning of his big
dance recital and his stomach was already
feeling queasy.
My prediction:
My prediction:

Evidence:
Evidence:

My prediction:
My prediction:

Evidence:
Evidence:

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