EDR 317 Planning Sheet Names: Alyssa Carmona and Jo Ann Curcuru Date: 2/8/16

Lesson Title: Predicting in Context Grade Level: 1st

Read aloud, guided, or
shared reading with or w/out Methodology Comments/Points
minilesson
Objectives 1. Students will be able to participate in a picture
Clearly states walk of The Stray Dog in order to predict what
specifically what the story will be about with teacher support.
students will do & how 2. Students will be able to orally share their
they will do it. predictions before reading The Stray Dog in small
Easy to understand, and and large group settings with teacher support. /3
reflects both the 3. Students will be able to orally evaluate and
teachers knowledge of revise their predictions while reading The Stray
literacy instruction and Dog in small and large group settings with
development. teacher support.
4. Students will be able to give an oral response
evaluating their predictions after reading The
Stray Dog with teacher support via the Think-
Pair-Share model.
Formative & Summative Formative
Assessment As students participate in a picture walk of The
Explains how teacher Stray Dog, the teacher will actively listen and
will determine whether respond in order to assess whether or not the
objectives are met. students are using picture clues to predict what
What evidence will you the story will be about.
have that the objectives As students orally share their predictions before /3
were met? What, reading The Stray Dog, the teacher will actively
specifically, are you listen and respond, ensuring that the students are
looking for? providing some support (i.e. evidence from
picture cues) for their predictions.
As students orally evaluate and revise their
predictions while reading The Stray Dog, the
teacher will have students give a thumbs-up or
thumbs-down telling whether or not they think
their prediction may still be right. If students give
a thumbs-up, the teacher will ask why they think
their prediction may still be correct. If students
give a thumbs-down, the teacher will ask why
they think their initial predictions may no longer
be correct. The teacher may also ask these
students what their current prediction is. The
teacher will actively listen and respond, ensuring
that the students are providing some support (i.e.
evidence from the text) for their evaluations and
revisions of their initial predictions.
Summative
As students orally evaluate their predictions after
reading The Stray Dog, the teacher will actively
listen and respond, and assess whether or not the
students were able to use evidence from the story

Standards & Materials
Includes appropriate and
reasonable standards
linked to learning goals.
Lists materials and
technology to be
used.(includes website
address(es) if applicable)
Before (anticipatory set)
Activates/builds,
organizes,
assesses background
knowledge
Sets a purpose
(Includes
modeling/think alouds
as needed)
in order to decide whether or not their predictions
were accurate.
Standards
Standard - CC.1.2.1.C
Describe the connection between two individual,
events, ideas, or pieces of information in a text.
Standard - CC.1.2.1.E /2
Use various text features and search tools to
locate key facts or information in a text.
Standard - CC.1.3.1.G
Use illustrations and details in a story to describe
characters, setting, or events.
Standard - CC.1.5.1.A
Participate in collaborative conversations with
peers and adults in small and larger groups.
Materials:
The Stray Dog by Marc Simont
Concrete objects to represent characters from the
story for ELLs (dog, mom, dad, son, daughter,
dog warden)
Good morning boys and girls. Yesterday we
learned about making predictions. Can anyone
tell me what a prediction is? (Allow for students
to respond). Yes, a prediction is a guess you make
using evidence from pictures or words from the /3
text. Today we are going to practice our
prediction skills while reading a story. Remember
that we can make predictions before and while we
are reading. Lets take a look at the front and
back of the covers of our book. Hmm...I wonder
what our story is going to be about. I see a dog
on the front cover. It looks like he is playing with
a ball. I predict that the story may be about a dog
playing outside.
Does anyone else see anything on the front cover
that might tell us what the book is about? (A man
holding a net). Who might this man be in the
story? Turn and talk with a partner and predict
what the man will do in the story. Have a few
students share their predictions with the whole
group.
Switch to the back cover of the book. Who might
these people be in the story? What do you think
they will do in the story? Use the turn and talk
method. Have a few students share their
predictions with the whole group.
Okay, boys and girls, those are some great
predictions! Now lets take a look inside and do a

During (procedures)
Actively engages
children during the
lesson and elicits higher
level thinking
Include appropriate
stopping points (min. 3)
Provides opportunity for
student response
Includes modeling /think
alouds as needed (Write
exactly what you will
say.)
picture walk to see if we can come up with
anymore predictions for our story.
The teacher will begin the picture walk, stopping
on a few pages (cover page, 4, 8, 16, 22) to ask
general questions such as, What is happening
here? Who do you see? What does it look like
they are doing? What makes you think this?
(Pointing to each picture to provide guidance for
students).
o As students answer questions such as
these, they will be connecting their prior
knowledge to images and ideas presented
within the text (i.e. parks, picnics, dogs,
pets, etc.).
After the picture walk, have students orally state
their overall prediction for the story. Tell students
to remember their prediction throughout the read
aloud. Would anyone like to share their overall
prediction of what our book will be about?
o Examples of some possible initial
predictions that students may offer:
The family finds a dog and keeps
him.
The family finds a dog, but the
dog warden catches him.
The family has a picnic and plays
with their dog at the park.
Okay, great! Thank you for sharing your
predictions with the rest of us! Now that we have
made our predictions, let's begin reading the
story to see if they are accurate (correct) or if we
need to revise (make changes to) them. The Stray
Dog by Marc Simont based on a true story.
Pg. 10: Boys and girls, what do you think? Do
you think Willy belongs to anyone? Allow
students to respond. Think back to your
prediction for our story. Give me a thumbs-up if
you think it might still be correct, or a thumbs-
down if you think you would like to change it.
Allow students to respond to this prompt. As
students respond, ask them to explain (what
makes them think their initial prediction may be /3
correct/incorrect). In addition, allow students to
orally offer any revised predictions.
Pg. 14: Boys and girls, what do you notice is
missing in this picture? (Willy) Where do you
think he is? Allow students to respond. Think
back to your overall prediction for our story.
Give me a thumbs-up if you think it might still be
correct, or a thumbs-down if you think you would
like to change it. Allow students to respond to

After (minilesson if
needed)
Introduces skill and
states the purpose for
teaching
Models /thinks aloud
how to use the skill
(Write exactly what you
will say.)
Includes guided practice
(students try strategy w/
support)
Includes independent
practice
this prompt. As students respond, ask them to
explain (what makes them think their initial
prediction may be correct/incorrect). In addition,
allow students to orally offer any revised
predictions.
Pg. 16: While you are looking at this page, what
do you notice? Why do you think Willy is in a big
hurry? Allow students to respond. Lets look at
the next page in our story to see if our predictions
about why Willy may be in such a hurry are
correct.
Pg. 18: What seems to be happening here? What
do you think is going to happen next? Allow
students to respond. Okay, let's keep reading to
find out.
Pg 20: Hmmm So what did the little boy and
girl do here? Why do you think they did this?
Allow students to respond. How do you think our
story might end? Allow students to respond. Now
I want you to think back to your original
prediction for our story again. Give me a thumbs-
up if you think it might still be correct, or a
thumbs-down if you think you would like to
change it. Allow students to respond to this
prompt. As students respond, ask them to explain
(what makes them think their initial prediction
may be correct/incorrect). In addition, allow
students to orally offer any revised predictions.
Let's finish reading to find out.
The teacher will then finish reading the story.
Note: We have not included any think alouds
within the During section of our lesson plan,
being that the skill of making predictions has
already been explicitly taught, and we want to
give students as much practice as possible.
Okay, so how did our story end? Allow students
to respond. Is this what you thought would
happen? Allow students to respond.
Alright, now that we have finished our story, let's
evaluate our initial predictions.
Now, boys and girls, I want you to think about
your initial predictions. Decide whether your
prediction was correct or incorrect, and think
about what evidence from the story supports your
thinking. I also want you to think about how your
prediction changed over time as we read our
story, and what made it change. Once you have /4
thought about this on your own, turn to a partner
and talk about it. Give students time to think and
share their thoughts with a partner.
 (students try strategy on
their own or in a new
situation)
Provides closure through
reflection, extension,
and/or sharing &
summarization.
Differentiation (Content,
Process, Product)
Explains
accommodations for
childrens instructional
levels. Activities are
develop. appropriate,
and reflect knowledge of
childrens cultural,
linguistic and academic
diversity.
Reflection on Planning:
Demonstrates insight
into lesson content and
pedagogy.
Provides a rationale for
selected strategies,
activities and materials
Makes reference to at
least 2 professional
readings.
Reflection on Instruction:
Discusses strengths,
weaknesses, formative
and summative
assessments, and
teaching goals.
Were the objectives met?
What evidence do you have
that learning occurred?
What went well? What
Allow students to share and discuss their
responses with the whole group.
Now that we have had more practice making and
revising predictions, be sure to practice using this
strategy whenever you are reading books on your
own.
For struggling readers: Being that this lesson
takes place via a whole group setting, before
beginning the teacher will take these students
aside into a small group in order to preview the
text. (Content)
For ELLs: In order to aid these students in
forming, evaluating, and revising their /4
predictions, the teacher will provide them with
tangible objects that represent the characters of
the story. When students are asked to orally share
their ideas, students still struggling with the
aspect of speaking can use these objects to help
express their ideas. While it is still expected that
these students will still share their ideas orally, if
they are having trouble articulating the words
required to express their ideas, using the objects
would allow the teacher to provide additional
support. For example, if a student wanted to
express their prediction that the dog warden
would chase Willy, he/she could quickly move
the dog warden toward the dog. After this, the
teacher would be able to provide the student with
more support in order to help him/her state their
prediction orally. (Process and Product)
Once we decided that we wanted our lesson to
cover the reading comprehension strategy of
making predictions, we began looking for a book
that we believed would provide students with a
number of clues and opportunities to make,
evaluate, and revise predictions. Upon reviewing
The Stray Dog, we concluded that the storyline
was relatively predictable. Thus, we thought it
would be a good book to use with students who
had just previously learned about the process of
making, evaluating, and revising predictions.
During the Before stage of the read-aloud, we
decided that we would include and conduct a
picture walk with the students in order to practice
the skill of prediction prior to encountering the /10
words of the text. According to
ReadingtoKids.org, participating in a picture walk
can stimulate their natural curiosity and pique
their interest in a story. Furthermore, a picture
walk has the power to engage the students
would you change? How
could this lesson be
improved? What are your
future teaching goals?
Also when planning for our lesson, we kept the
Regarding the differentiation aspect of this
imaginations and encourage their active
participation. Perhaps most importantly though,
it can also improve their comprehension of the
story. We found including such an activity to be
very fitting since prediction is a comprehension
strategy.
idea of the gradual release of responsibility in
mind. According to our course text, gradually
shifting responsibility from teacher to student is
the ultimate aim (p. 102). As this occurs, the
teachers role should change from discussion
leader to discussion facilitator (p. 29). Our
lesson allows for this in several ways. For one,
this lesson was planned as if it was taking place
after we conducted an initial strategy lesson on
prediction. Thus, this lesson would be providing
the students with more independence with
practicing the use of the strategy than the first
lesson would have. In addition to this, within this
lesson alone, the teacher gradually provides the
students with more independence. During the
beginning portion of this lesson, for instance, the
teacher is doing much of the talking. However, as
the lesson progresses, the teacher talks less, and
encourages the students to talk more. In order for
this to happen, we included lots of open-ended
questions that the students could respond to.
lesson, we found it to be more difficult than the
other sections, being that we had hypothetical
students. However, after much thought and
deliberation, we were able to come up with some
ideas. Our first idea for differentiation was for the
teacher to work with struggling readers prior to
conducting the lesson. In doing so, the teacher
would be instructing students with similar
learning needs via a teacher-led homogeneous
group (p. 22 of course text). This would allow
said students to more successfully participate in
the whole-group lesson. The second idea for
differentiation that we came up with involved
making the text more accessible (in order to help
with comprehensible input) for our ELL students.
To do this, we chose to incorporate the use of
concrete objects for them to manipulate when
creating, evaluating, and revising their predictions
throughout the lesson. We thought that this would
be especially helpful for those ELL students who
are not yet proficient in, or comfortable with,
speaking English.
Observation of the Lesson:
Teacher demonstrated
enthusiasm and interest
while teaching and/or
reading aloud.
Student was prepared
and provisioned with
necessary materials at
hand. LP is printed with
reflection on planning
complete.
Lesson was carried out
in a clear and logical /8
manner.
Students were engaged
throughout and were
aware of what to do and
what was expected of
them.

Total
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