Welcome!

Today we are going to use art to practice

making predictions.
Are you ready?

A Prediction Lesson
 When readers use
information from the text
and what they already know
to figure out what may
happen next, it is called
predicting.
 Raise your hand if
you like to look at art!
Let’s practice making
predictions by looking at some
art. We are going to “read”
pictures and think about
what we know.
 To make a good
prediction, I’m going to
“read” this picture
and think about what
I already know about
what’s happening
in it.

Painter on the Road to Tarascon by Vincent van Gogh

 Think aloud for students as you
“read” the picture. You might say
something like, “This man is walking and
carrying some things. I know from the title
of the painting that he is a painter. I see he
is carrying a canvas, which is what artists
paint on. I think he has some paints, too. I
know that artists often work outside to
paint beautiful places. So, I predict that this
artist is going to find a beautiful place, set
up his supplies, and paint a picture of that
place.”
Painter on the Road to Tarascon by Vincent van Gogh
Turn and Talk

Now, let’s make a

prediction together.
Look closely at this picture.
What is going on?
What will happen next?
How do you know?

The Sad Juggler by Lauren Gallegos

Turn and Talk

We know this man is a juggler because he’s

juggling and the title of the piece is The Sad
Juggler. He looks sad and tired. We know that
juggling is tricky, because none of us can do it
even though we’ve tried. We also know that when
we are sad or tired, it’s even harder to do tricky
things.”
Guide students in formulating a logical
prediction. Remind them that the best predictions
are based on a lot of evidence, or clues, in the
text. So they have to look for clues. They may say
something like, “We predict that the juggler is The Sad Juggler by Lauren Gallegos
going to drop the balls.”
 What is happening
in this picture? What
do you predict will
happen next? How
do you know?

Fog Warning by Winslow Homer, Museum of Fine Arts, Boston

Tell students that they are going to work with a partner to try
making a prediction by “reading” this image. Encourage them
to discuss what is happening in the painting and what they
already know about information in the painting, and then
make a prediction that makes sense. Remind them that strong
predictions contain a lot of evidence.

Pair up students. As you circulate, make anecdotal notes and

support their discussions.

When they’re finished, let partners share their predictions with

the whole group. They may say something like, “The man has
been fishing at sea. We know he has been fishing because
there are fish in his boat. We know he is in the ocean becauseFog Warning by Winslow Homer, Museum of Fine Arts, Boston
of the waves. A storm is coming. We know this because we can
see it in the distance. The man seems nervous and is rowing
hard. We think he is trying to get to land before the storm hits.
We think that he is going to make it in time, because the storm
looks like it is far off.”
Now that we’ve practiced
predicting with art,
let’s try it with stories.
 Sarah was walking through the
jungle, singing happily, when a big lion
pounced from behind a bush. “What
are you doing in my jungle?” he
roared.
“P-please, Mr. Lion,” whispered
Sarah. “I was only going for a walk.”
(p. 2)

It’s my turn to predict!

 My first day at school I sat quietly at my desk
while the teacher talked about CAT. She wrote CAT
on the chalkboard. She read a story about CAT. I did
not know what her words mean, but I knew what
the pictures said. She sang a song about CAT. It was a
pretty song, and I tried to sing the words, too. (p.8)
Later she gave me a paper with my name on it.
“Name. Yoon, And she pointed to the empty
lines underneath.”
I did not want to write YOON. I wrote CAT
instead. I wrote CAT on every line. (p. 2)

Now, let’s try it together.

What do you think will happen next?
How do you know?
: “Yoon is going to get in trouble because she did not do what
the teacher asked her to do. We predict that she will have to
redo her work during recess, because that’s what we have to
do when we don’t do our homework.” Or “The teacher is
going to forgive Yoon because she will think Yoon didn’t
understand the assignment because she doesn’t speak
English.”

Note: The teacher looks at Yoon, shakes her head, frowns and makes a
sarcastic comment in front of another student.
 Something magical began to
happen among the villagers. As each
person opened their heart to give,
the next person gave even more.
And as this happened, the soup
grew richer and smelled more
delicious. (p. 22)

Now, it’s your turn.

Work with a friend to make a
prediction.
the villagers will eat the soup. Because the text
says, “As each person opened their heart…,”

some students may infer that the villagers are

unfriendly and eating the soup will bring them
together.

Accept all reasonable predictions, but urge

students to think about what makes one
prediction stronger than another.