Whose Lucky Day Is It?

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:

Type of Lesson:

Stand-alone lesson

Type of Schedule:

Flexible

Collaboration Continuum:

Intensive

Content Area:

Language Arts

Content Topic:

Making predictions

Standards for the 21st-Century Learner

Skills Indicator(s):

2.1.2 Organize knowledge so that it is useful.

2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

Self-Assessment Strategies Indicator(s):

1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.

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

Assessment

Product:

Graphic organizer for notemaking: At the beginning of the lesson, students make a prediction about whose lucky day it is, the fox's or the pig's. After educator modeling with the first few pages, students record their own predictions in notemaking format on the graphic organizer. They record one prediction for each page by citing evidence in the text and note whether the prediction was the result of something they saw in the illustrations or read in the words. If their prediction comes true as they read on, they put a check mark in the last "come true?" column. (See the Educator Resource sample completed graphic organizer.) The educators evaluate the graphic organizers based on the students' ability to make logical predictions. They note whether students who have been using mostly visual cues are beginning to find cues in the print as well. Educators also assess the students' sense of self-efficacy on the two self-questioning questions. From this information, they determine whether or not to repeat this lesson with other predictable books, to model placing additional emphasis on print as well as visual cues, or to move on to making inferences.

Process:

Reading and notemaking on graphic organizer: Students follow the model set by the educators. They read the text in pairs. They share their ideas with think-alouds. Then, they record evidence for their predictions and from where their prediction came (illustration or words) on their individual graphic organizers. They read to the end of the book and make an inference about what could happen next.

Student self-questioning:

Graphic organizer: The graphic organizer includes two self-assessment questions: Students will rate their own ability to cite evidence on the graphic organizer and to make predictions. 1. I made good notes on my graphic organizer. 2. I feel more confident about making predictions when I read.

Instructional Plan

Resources students will use:

Moving Image (i.e. animations, movies, tv program, video)

Text (books, letters, poems, newspapers, etc.)

Resources instructor will use:

Projector

Other

Other instructor resources:

Document camera if available

Instruction/Activities

Direct instruction:

Educators post and review the lesson objectives. They announce: "Let's make a prediction" and post this formula: Information in the Text + Background Knowledge = Prediction (What comes next?) One educator (A) leaves the room. The other educator (B) produces a bouquet. She/he asks the student partners to predict how A will react when she/he is presented the bouquet. Ask students to think, share with their partner(s), and record their prediction as a one-word note on their individual graphic organizers. After A returns and responds, B asks teams that were "correct" to raise their hands. Students and educators share other predictions and discuss whether or not their predictions were logical. Students and/or educators share a prediction that does not make sense. Educators share all or part of the SchoolTube Video "Making Predictions" http://www.schooltube.com/video/ba5eb58e716e44a83350/ Educators pause the video periodically and ask students to whisper their predictions to their partner or group members. Educators introduce the mentor text, My Lucky Day. The author Keiko Kasza has written a great book for making predictions! Educators ask students to make a prediction: "Whose lucky day is it?" Students make a prediction by circling "pig" or "fox" on their graphic organizers.

Modeling and guided practice:

Using think-alouds, the educators jointly model using the title, front cover, and back cover illustrations to make predictions about the outcome of the story. They project the Making Predictions Graphic Organizer and record their predictions as notes. Students copy the educators' notes onto their individual graphic organizers. Example: Back Cover: I (for illustration) - F. tired The educators continue to use think-alouds as they discuss the print and illustrations on page 1, and they record their predictions on the graphic organizer as one-word notes or short phrases. Students copy the educators' notes. Note: Demonstrate divergence in predictions. Educators and students put check marks next to predictions that are correct, the ones that come true in the story. When educators believe students are ready to continue reading on their own, educators review the procedure with students. Student practice procedures: Read print. Review Illustrations. Think aloud. Make a note.

Independent practice:

Add check marks when/if predictions come true. Educators monitor students' practice. They monitor for following the procedure, making logical predictions, and recording with notemaking formats. Groups that finish early read from a text set of predictable books.

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.

AASL/Common Core State Standards Crosswalk

English Language Arts:

CC.2.SL.1 » English Language Arts » Comprehension and Collaboration » 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (2)

CC.2.SL.2 » English Language Arts » Comprehension and Collaboration » 2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (2)

CC.2.R.I.3 » English Language Arts » Key Ideas and Details » 3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (2)

CC.2.R.I.8 » English Language Arts » Integration of Knowledge and Ideas » 8. Describe how reasons support specific points the author makes in a text. (2)

CC.2.R.I.9 » English Language Arts » Integration of Knowledge and Ideas » 9. Compare and contrast the most important points presented by two texts on the same topic. (2)