Lesson 2 (Prediction)

   The second lesson that was taught introduced students to predictions.  The lesson started with a short introduction and review of the agenda for the day.  After viewing the plans for the day, we went into the vocabulary. The vocabulary consisted of the main elements that go into making and reflecting on predictions (prediction, clue, evidence, revise, confirm, and reject).  All of the terms were covered and revealed as we transitioned between words.  All students were given an opportunity to reveal a word.  The term and definition was read aloud by the teacher, which were then repeated chorally with the students.  As we went through the vocabulary terms, teacher verbally explained how each step (term) builds upon the term before it.  This helped students to become familiar with each word meaning and how it works systematically.  

Visual Vocab Chart

Visual Agenda

Example Prediction Chart

    Once students had an idea on each step, we transitioned to the example prediction chart.  This was filled in with the use of mystery bags, where  each student was given a paper bag with a different mystery object and sticky notes. Students reached into the bag and made a prediction on what they think was in the bag.  The object was written on one sticky note and the clues/evidence were put on a secondary sticky note (this includes sounds, weight of object, texture, etc).  Once all students made their guesses and put their object and clues on the chart, students revealed what object was in their bag to check if their predictions were accurate.  

    After checking over their predictions and answer, students were given their own prediction chart for the read aloud 'Verdi' by Janell Cannon.  Before starting the story, students made their predictions and provided clues for the following two questions: "What do you think the story will be about" and "What kind of personality do you think Verdi will have?".  We then started the read aloud, with prediction questions throughout, for students to reflect on their previous predictions and make new ones.  The questions that were included throughout are: "Do you think Verdi will turn green and how may he avoid it?", "How does Verdi feel about being green?", and "Do you think somebody will help Verdi? Who?". After finishing the story, students went back and reviewed the predictions they made, writing whether or not their prediction was accurate.  

Student Sample (Before Book)

Student Sample (During Book)

   All students were able to meet the lesson objectives including: "During a teacher-led dialogic reading session of Verdi, all students will compare sections of the book to their previous predictions and generate new predictions based on visual and textural evidence, with at least 75% accuracy across 3 out of 4 prompts", and "When given a prediction graphic organizer, all students will generate, compare, and revise predictions of story outcomes using visual and textual evidence from the book "Verdi" by Janell Cannon with at least 80% accuracy".  All students were able make five predictions, provide clues/evidence, and reflect after reading to confirm or reject them. Due to pacing, no students exceeded objectives, while I did have extension activities ready for early finishers.  Students really enjoyed the hands on materials and use of sticky notes as a 'we do' activity of filling in the example chart together.  Identifying this influences how I plan lessons in the future, wanting to incorporate more hands on materials.  They also referred back to the vocabulary board and example prediction chart to help their thinking.  I would like to continue using example charts and giving students opportunities to fill it in as a group.