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Explicit Instruction: Predictions Mini Lesson

Maggie Estabrooks

Elementary Reading and Language Arts

Marcea Ingersoll
February 1st, 2017
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Subject: Language Arts Grade: 2 Time: 20 minutes Date: Feb 1st 2017
Stage 1: Pre-Lesson Preparation

Rational/Outcome:
To have students examine authors cues in a way that helps them make predictions
when reading a book; both in groups and individually.

New Brunswick Reading and Writing Achievement Standards:

Use reading strategies
Use context clues, prior knowledge/experience, and knowledge of story to
make reasonable predictions

Learning goals (for students):

Students will be able to find clues from author that can help find out what happens next
in the story
Students can make their own predictions from the authors clues.
Students can write their predictions and explain why they think it will happen.

Materials:
Whiteboard/markers
Chesters Way by Kevin Henkes
A predictions worksheet for each student
Pencils

Stage 2: Lesson Planning and Implementation

Introduction & Modeling Explicit Instruction (3 minutes)

Explain to class that today we will be learning about predictions
Does anyone know what a prediction is?
A prediction is like a guess that we can make while reading a story
But predictions arent wild guesses, we must look at clues the author gives us to
make good predictions.
Model an example of how to make a prediction based on situation.
Draw a quick scene of the whiteboard (child wants to go play outside, but its
raining outside).
I predict that the child will have to play inside. I think this because it is too
windy and rainy to play outside.

Activity 1: Guided or directed practice (5 minutes)

Introduce the book students will be working with during the lesson; Chesters Way by
Kevin Henkes.
Students will take a few minutes and study the cover of the book. They may discuss
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with a partner some things they notice that will allow them to predict what the book is
about.
After a brief discussion students, will share their ideas with the rest of the class. The
teacher will be sure to write down all students predictions about what the book will be
about on the whiteboard.
Be sure to prompt students to explain why they think their prediction will happen.
Thats an interesting idea, what makes you think that?

Activity 2: Independent practice (12 minutes)

Pass out prediction worksheets to each student.
As the teacher reads Chesters Way, students will be prompted to stop throughout the
story and make a prediction about what will happen next.
The places to stop and make predictions are marked in the book with yellow sticky
notes
When the students are making predictions prompt them to think about what has
happened already in the story/ what is in the picture.
How will Chester and Wilson get out of this situation? Look at the picture and
write down your prediction & why you think it will happen
If there is time left students can discuss if their predictions were correct

*Depending on the students; these activities may take more than one class to complete.

Evaluation
Students will be evaluated by a combination of anecdotal notes and their completed
prediction worksheet.
Especially during the first part of this mini lesson the teacher can circulate during
group discussion and take anecdotal notes. Whether the student is having some
problems or understands it perfectly, these notes will help the teacher decide where to
go next with the lesson.
The prediction worksheet will also give the teacher a clear sense of which students
understood the activity and which students still need work. Ex: if students cannot
explain why they made a prediction or if theyre predictions do not make sense for the
story they may need a second lesson to reinforce the topic.

Stage 3: Post-Lesson Activities:

(Take notes on how lesson went and what to change for next time.)
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References
Henkes, K. (1988). Chester's way
Ministry Documents: NB department of Education, Reading and Writing Achievement
Standards. Retrieved from:
http://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/English/ReadingAnd
WritingAchievementStandards-Grade2.pdf

Anecdotal notes
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Tessa. V Katelyn. O

Scott. M Andrew. P

Meagan. D Eric. R

Gabrielle. D Nam. N

Patrick. C Kristen. M

Joannie. R Jeffery. B

Alexandra. P Kurt. B

Rudi. S Brian. O

Kevin. R Lily. P

Liam. F Dylan. M