Submitted by jmoreillon on Fri, 01/25/2013 - 20:11
Created By:
Judi Moreillon
Title/Role:
Assistant Professor
Organization/School Name:
Texas Woman's University/School of Library and Information Studies
Location:
Texas
Grade Level:
2
Type of Lesson:
Stand-alone lesson
Type of Schedule:
Flexible
Collaboration Continuum:
Intensive
Content Area:
Language Arts
Content Topic:
Making predictions
Scenario:
The classroom teacher and school librarian determined that second-grade students need more practice making predictions. Students are developing their ability to read print and follow plot lines and continuing to use visual cues to make predictions as they read. The educators met to talk about modeling making predictions with think-alouds and engaging students in practicing this reading comprehension strategy. They selected a highly predictable and fun book, My Lucky Day by Keiko Kasza (Putnam, 2003). In the cotaught lesson, they will model reading aloud and will share their metacognitive processes with students by sharing their reasoning for making predictions based on print and illustrations. In the planning session, they spent a few minutes practicing coreading with think-alouds and decided to wear pig or fox noses during the reading. Although this lesson can be taught by a single educator, it will be most effective with two teachers who can share different thought processes. This helps students understand that different readers use different cues/make different predictions based on the same text. Readers will confirm or disconfirm their predictions as they continue to read. The ending of this book requires that readers make an inference, which is a more difficult reading comprehension strategy.
Overview:
Essential Question: How do we use clues in the text and our background knowledge to make predictions about what will happen next in the story?
The educators demonstrate making predictions from print and illustrations and provide students with practice and support for making predictions. Educators will model citing evidence in the text for their predictions and recording evidence on the graphic organizer in notemaking format.
Final Product:
Graphic organizer with notes and a final self-assessment
Library Lesson:
At the end of this lesson, students will be able to:
1. Make predictions based on their background knowledge.
2. Use clues in illustrations and print to make predictions.
3. Cite evidence and make notes on a graphic organizer.
4. Self-assess notes (graphic organizer) and ability to make predictions (comprehension strategy).
Estimated Lesson Time:
45 minutes
Have you taught this lesson before:
Yes
Strategies for differentiation:
Pair more and less proficient readers. One educator may work with a small group of students who need extra support. If necessary, provide students with the greatest reading challenges with alternate and even more predictable texts; adapt the graphic organizer for their use.