But - it takes explicit teaching for students to begin doing this on autopilot. When students actively predict while reading, they stay connected to the text and can reflect upon, refine, and revise their predictions. Pssst… Want a super engaging and interactive way to have students practice predicting? Below are the different categories within this post to help you jump to exactly what you need! Click on each category title to navigate there directly:.
When readers combine these two things, they can make relevant, logical predictions. When students make predictions, we want them to be able to justify their thinking. In their predictions, we want to hear students drawing from both the text and their own schema.
Asking students to justify their predictions, keeps them accountable for their thinking and helps them take their thinking deeper. Readers should make predictions before, during, and after reading. There are several different kinds of predictions that a reader can make with a text. Readers can:. Does the author want to teach us something? What information does it help clarify? Predicting involves more than just trying to figure out what will happen next.
In fact, predicting requires students to draw on a variety of other secondary skills. As students look for evidence for their predictions, they also ask themselves questions, reread the text, recall information given in the text, infer, and draw conclusions. Making predictions helps set the stage for students to monitor their own comprehension. Making predictions naturally encourages the reader to want to continue reading in order to find out if their predictions were correct or not.
By making predictions and then reading on to see if those predictions were correct helps to let the students know if their thinking was on the right track. Using the prediction strategy correctly, truly will result in comprehending the text more fully. The concept of predicting will most likely not be new to students. Activating this skill while reading, however, may require some practice. Since students may not be stopping to make predictions as they read, explicit instruction to train students to do so is essential.
Magnifying glasses might be used by detectives to look for clues to a crime. In the first box on our graphic organizer, I can write my evidence that there is a detective holding a magnifying glass. See Figure 2 for an example of how the Making and Evaluating Predictions graphic organizer will be completed during the modeling phase outlined in steps 5 and 6. Teacher script: I am going to write my prediction in the think bubble of our organizer.
My first prediction is going to be about what kind of story we will read so that I know what types of things will happen in the story. I am going to predict that this is a crime story.
That means the author will tell me about some crime and how the case of who did the crime was solved. Just like us, the characters will be looking for evidence. Our evidence will be about the predictions we make. I will be looking for something about solving a crime. Read the first section of the story aloud or have students read the first section with a partner.
Teacher script: We just read that Holmes was investigating a case with a hat and a goose that had been left behind when a man was attacked. Holmes was using his magnifying glass to study the hat to figure out who owned it. That is information I can include in the arrow on our graphic organizer. The evidence I will write is that Holmes was investigating a case with a hat and a goose. Now I can evaluate my prediction in the last box of our organizer. Holmes is trying to find the owner of the hat and goose because he wants to figure out what really happened.
Just like Holmes, I want to know who stole that jewel! Who do you think did it? Turn to your shoulder partner and talk about the evidence we learned in the story that can help us guess who stole the jewel.
Listen to student partners talk and find a pair who identify that Henry Baker ran away when the police arrived after he was attacked on the street. Teacher script: I heard some of you talking about a character in the story who did something that makes him seem guilty. What evidence did we read about a character who might have had something to do with the stolen jewel?
Why would Henry Baker run away when the police got there? He must have known the jewel was in the goose. Where on our graphic organizer should I write our evidence? Have students point out the first box.
Students also tend to be more comfortable with the structure of narrative text than they are with the features and structures used in informational text. However, the strategy is important for all types of text.
Teachers should make sure to include time for instruction, modeling, and practice as students read informational text. They can also help students successfully make predictions about informational text by ensuring that students have sufficient background knowledge before beginning to read the text.
Predicting is also a process skill used in science. In this context, a prediction is made about the outcome of a future event based upon a pattern of evidence. Teachers can help students develop proficiency with this skill by making connections between predicting while reading and predicting in science. Students will not necessarily make these connections independently, so teacher talk and questioning are important.
Bailey, Eileen. Predictions to Support Reading Comprehension. Fun Ideas to Enrich Students' Vocabulary. Creating a Dyslexia-Friendly Classroom. Reading Comprehension Checklist and Questions for Students.
Prior Knowledge Improves Reading Comprehension. How to Facilitate Learning and Critical Thinking. Using Reading Comprehension in Lessons. Your Privacy Rights.
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