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Brianna

Brady
EDI 330-01
Lesson Title: Making Predictions
Grade: 3rd

A Standards
CCSS.ELA-LITERACY.RL.3.4
Determine the meaning of words and phrases as they are used in a text, distinguishing
literal from nonliteral language.

CCSS.ELA-LITERACY.RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a
text to demonstrate understanding of the text (e.g., where, when, why, and how key
events occur).

B Objectives/Targets and I CAN statements
What am I going to teach?
What will the students be able to do at the end of the lesson?
What formative assessments re used to inform instruction?

The students will (TSW) make predictions to determine what will happen in a story. TSW
continue to read to confirm or adjust their predictions.

I CAN make predictions to tell what I think will happen in a story.
I CAN read on to confirm the prediction.

Formative Assessment
Students will provide their understanding of making predictions by completing a prediction
sheet based on a short story they read. TWS make predictions on the story and read on to
confirm or adjust the predictions they made.

C Lesson Management: Focus and Organization
What positive strategies, techniques and tools will you use?
What ideas for on task, active and focused student behavior?

A. Lesson Management:
Discuss and pull background knowledge on predictions and making predictions.
Discus predicting and when to make predictions in readings/videos.
Use predictions based on prior knowledge.
Use predictions while watching video clips.
Complete worksheet on making predictions.
Practice making predictions on a short passage.
Show your teacher your writing and how you made predictions based on the short
reading.

Brianna Brady
EDI 330-01

B. Student Management:
1. Movement: Students will bring place a sticky note with their prediction on the
poster.
2. Active Student Participation: Students will actively participate in making
predictions through discussing during groups talk, turn and talks, and working
individually. Students will also participate by using their Yes/No popsicle stick
prediction sticks.
3. Classroom Management Focus: I am going to focus on students in on way to
check to make sure that they are on task and understanding. Students will use
their R.G.Y (red, green, yellow) check understanding cards to indicate their level
of understanding. Students may also use their popsicle sticks for a check
understanding as well if necessary.

D Introduction: Creating Excitement and Focus for the Lesson Target
What will you do to generate interest?
How will you access prior knowledge?
What will you practice/review?

The teacher will (TTW) generate interest though a bag full of objects about a certain
task (walking a dog/ going to the dog park).
TTW play a fun video clip where the teacher and students will practice making
predictions. (https://www.youtube.com/watch?v=OzYwE3Tst1Y )
TTW generate interest by giving the students sticky notes to make their predictions.
TTW generate interest by handing out making predictions popsicle sticks.
TTW review with the students by pulling on prior knowledge of making predictions
through a question what do you know about making predictions?
TTW review the given anchor chart with the students.
TTW model what it looks like to make predictions.

E Input: Setting up the Lesson for Student Success

Task Analysis:
What information does the learner need? If needed how will it be provided?
How is the lesson scaffolded?

Task Analysis
o Introduce students to the Target learning Goal (display with doc cam),
Ask them to think about the goal throughout the lesson.
o TTW introduce the idea of making predictions, pulling on students prior
knowledge by having students think about what they know about making
predictions.
Brianna Brady
EDI 330-01
o Display the anchor chart and explain to students what predictions are
and when we might make predictions.
o Check R.G.Y Cards for Understanding
o TTW spark the students interest by pulling objects out of her bag, asking
students to predict what other items there may be, or what task might be
done with these items.
o Pull up the YouTube clip displaying the title of the story the students will
watch. TTW give the students a sticky note which they will use to write
their prediction down and then place it on the poster displayed in the
classroom.
o Show YouTube Clip (https://www.youtube.com/watch?v=OzYwE3Tst1Y)
o TTW stop along the way to make predictions by modeling how to fill out
the making predictions worksheet.
o TTW model the examples to the students using the Doc Camera by
displaying the worksheet on making predictions, discussing what we think
is going to happen and how we have come to this conclusion.
o During this video TTW have the students do turn and talks when
appointed discussing their predictions for what will happen.
o Also, TSW when asked choose their yes/no prediction stick when
discussing with a whole group after turn and talks.
o Check R.G.Y Cards for Understanding
o TTW explain their making predictions assessment, reminding students
they need to write using 2 complete sentences per question.
o Check R.G.Y Cards for Understanding (before passing worksheets to
students).
o When students have completed they will raise their hand to show the
teacher, so the teacher can check for sentence structure, etc.
o Closure
**Early finishers will turn over their papers and draw a picture of what
they have predicted will happen next. Students may also write a note to
the teacher if they are still not understanding a certain concept or idea
about making predictions.
**Early finishers can read to self.

Thinking Levels: Questions to engage students thinking
Remembering: What are predictions?
Understanding: Give an example of a prediction based on the given prompt.
Applying: Explaining what clues you used to make your prediction.
Analyzing: When do we make predictions? What do we look at when predicting?
Evaluating: Showing that they understand through sentences assessment sheet.
Creating: Drawing a picture of what they have predicted will happen next in the given
story.


Brianna Brady
EDI 330-01


Accommodations: Differentiating to meet student needs
1. Remediation/Intervention: Students who struggle in Language Arts may only have
to write a minimum of one sentence per question.

2. Extension/Enrichment: Highly motivated students in Language Arts may draw what
their prediction was for the provided story.

Methods, Materials, and Integrated Technology:

1. Materials and Integrated Technology
Making predictions Yes/No popsicle sticks
Pencil
Anchor Chart
Sticky Notes
Teacher Modeled Predictions Handout
Document Camera
YouTube Video: https://www.youtube.com/watch?v=OzYwE3Tst1Y
Student Formative Assessment Making Predictions Worksheet
R.G.Y (Red, green, yellow) understanding cards

F Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
HOW/WHAT (Questioning and redirecting)

Introduce predictions
Discuss the predictions are and when they are used (anchor chart)
Role play turn and talk (if necessary for class)
Model how to complete making predictions chart in complete sentences

G Checking for Understanding
Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented

Discuss or go back in video to point out clue for predictions.
Practice giving sample sentences when making predictions.
Turn and talk with a partner about predictions on what will happen next.
Check R.G.Y cards for understanding.


Brianna Brady
EDI 330-01

H Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility be accomplished?

Practice writing sentence and making predictions about what will happen next.
Practice predicting with yes/no popsicle sticks and in turn and talks with partner.
Check R.G.Y cards for understanding.

I Collaborative (You Do Together) and/or Independent Practice (You Do)
What practices will be demonstrated/modeled?

Collaborative:
Students will turn and talks with their neighbors.

Independent Practice:
Students will practice making predictions and pull on the clues that get them
there. Also, some students might illustrate their predictions for the story as well.

J Closure
How will the I can statement(s) be reviewed?
How will students be involved?
What connected to future learning will occur?

The teacher will restate the I Can Statements with the students.
The teacher can have students share what they have predicted.
Teacher will indicate how today learning will connect to future reading and
writing.
o EX: Today we learned about _________, you might use this
when__________.

K Assessment
What evidence supports that the objective(s) were met?
What do my students know, understand and are able to do?
What formative assessments will be used to inform instruction?

If students work contains two complete sentences appropriately predicting what
may happen next in a story. Students work will also be supported by clues given
in the text.

Data will then be gathered to drive future instruction.


Brianna Brady
EDI 330-01

L Reflection
How do you know that the objective(s)/target(s) was met? What is your evidence?
Using your assessment date how will you change the lesson or instruction for next
time?
How well did the students perform/respond? Were all my students engaged?
How was my timing?
How many students struggled? What will I do to help the student(s) who struggled?
What will I do to extend the learning for those students who met target?
What did everyone know? What did no one know? Where there any surprises?

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