Predicting, Understanding, and Fluency

General Information
Subject: Language Arts
Class Theme and Genre Study: Mystery Mayhem Month
Lesson Title: Nate the Great and the Hungry Bookclub,
written by Marjorie Weiman chart and Mitchell Sharmat
Topic or Unit of Study: Making Predictions to Establish the Purposes of Reading
Grade Level: 4th

Instructional Setting:
- Location:
In the Classroom
- Class Size:
The class is comprised of 18 students of mixed ability, some are very high level readers,
while a few others are struggling. A good portion of the children are reading on grade
level.
- Class Description:
The classroom has large a large bulletin board which hangs above a small book shelf. It is
currently announcing the classes genre study: Mystery, Mayhem, & Madness and is
decorated with detective imagery such as a magnifying glass and the classic Sherlock
Holmes hat, along with an Albert Einstein quote, The important thing is to not stop
questioning. Curiosity has its own reason for existence. The shelf beneath it features
some of the recent writing the students have worked on, creating their own mystery
pieces.
- Seating Arrangement:
The class desks are grouped into 4 areas. The first two groups are comprised of 4 desks
each, while the two groups behind them are comprised of 5 desks each. These groups sit
in front of the white board and are the primary seating during direct whole group
instruction.
- Work Stations:
Behind the primary seating, against a wall, sits a large semi-circle table which is used for
small group instruction. Here the teacher can sit in the center and address each of the
students. It also allows for students to converse with one another.

The class also houses a circular table for group work; a class library with bookshelves,
cushions, an area rug, and some kid sized couches and bean bag chairs ideal for
independent reading time; and a small computer desk which seats two computers.

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- Reading Groups:
In order to meet students at their various levels, the students have been separated into 3
different reading groups. As a class, the students are studying the mystery genre, and
each group is spending some time covering various mystery books at their reading level.
Each group meets with the teacher during a portion of the lesson, where various skills
such as decoding, fluency, and comprehension can be targeted, modeled, and monitored
accordingly. The groups are as follows:
Lower Level Readers: The Canary Caper, written by Ron Roy (Grade Level 3.5)
On Grade Level Readers: The Mystery of the Dark Lighthouse, written by Laura E.
Williams (Grade Level 4.2)
Higher Level Readers: The Wright 3, written by Blue Ballet (Grade Level 5.4)

Standards & Objectives

Illinois State Core Curriculum & Student Achievement Standards:
State Goal: Read with Understanding and fluency
Learning Standard B: Apply reading strategies to improve understanding and fluency:
Learning Benchmark 1.B.2a: Establish purposes for reading; survey materials; ask
questions; make predictions; connect, clarify and extend ideas.
Lesson Objectives:
Given an age appropriate preselected story, students will be able to complete the following
with 90% accuracy:
1. Make predictions based on contextual evidence provided by the author.
2. State 3 things to look for when making predictions (book title, chapter titles, pictures, etc).
3. Change their predictions as the story continues.
4. Explain why making predictions is important.

Materials & Resources

Instructional Materials:
4 gift wrapped boxes of varying sizes (one for each seating group)
Objects to place inside the boxes (1 item each): a magnifying glass, a detective hat, a small note
pad and pencil, and a fake mustache
The picture book, Nate the Great and the Hungry Book Club
A corresponding Powerpoint presentation for Nate the Great which holds images for study,
including the books cover, as well as sample text to discuss. The presentation should cover the
importance of implementing prediction strategies.
A white board to write down class predictions and corresponding evidence.
Copies of the Clues and Predictions Organizer for every child in the class (Independent
Reading)
Copies of the Make your Own Predictions Worksheet for every child in the class (Group
practice)

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 Copies of the Making Predictions take home assignment for every child in the class
3 Story Bags and corresponding Items: Some items should be found in the Nate the Great book,
others should be random and would not be something they found in the book.
9 Story Bag Charts to be given to each reading group
9 Samples Packs from Nate the Great chapter 2 containing pictures, the chapter 2 title and sample
paragraphs.

Resources:
Completing a Directed Reading/Thinking Activity:
Reutzel, R.D. and Robert B.C. Jr. (1992). Teaching children to read: From basals to books. Macmillan
Publishing co. New York, NY.

Lesson Planning and Assessing for Prediction Skills:

Bell, S. (n.d.). Prediction skills. [Lesson plan and assessment questions]. UNC School of Education.
Retrieved on August 31, 2015 from http://www.learnnc.org/lp/pages/3329

Planning for the Story Bag Game:

Herrera, S.G., Perez, D.R., Kavimandan, S.K, and Wessels, S. (2013). Accelerating literacy for
diverse learners. [pg 63]. Teachers College of Columbia University. New York, NY.

Image used for the Make your own Predictions worksheet:

Scheuer, P. (n.d.) Inspector examining ground with magnifying glass. [Image]. Retrieved on August
30, 2015 from http://www.illustrationsource.com/stock/image/495493/inspector-examining-ground-
with-magnifying-glass/?&results_per_page=1&detail=TRUE&page=5

Text used for the Make your own Predictions worksheet:

Ereadingworksheets.com. (n.d). Making predictions worksheet 1. Retrieved on August 31, 2015 from
http://www.ereadingworksheets.com/reading-comprehension-worksheets/making-predictions-
worksheet-01.pdf

Text used for the Solve the Mystery worksheet for Gifted Learners:
Education.com. (2011). Complete the mystery. Retrieved on August 31, 2015 from http://
www.education.com/worksheet/article/complete-mystery/

The Making Predictions: Cross-Curricular Focus: Language Arts take home sheet:
K12Reader. (2012). Cross-Curricular Reading Comprehension Worksheets: E-20 of 36. [Worksheet].
Retrieved on August 31, 2015 from http://www.k12reader.com/reading-comprehension/reading-
comprehension/Gr5_Wk20_Making_Predictions.pdf

Follow the Clues Organizer:

Jacobson, J. and Raymer, D. (1999). The big book of reproducible graphic organizers. Becker and
Meyer. New York, N.Y. Retrieved online on August 31, 2015 from http://www.scholastic.com/
teachers/lesson-plan/graphic-organizer-follow-clues

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Instructional Plan
Sequence of Instructional Procedures/Activities/Events (provide description and indicate
approximate time for each): 90 minutes
1. Student Prerequisite Skills/Connections to Previous Learning: 6 minutes
The lesson will begin as a whole group with the children seated at their desks. Each
seating group has one gift wrapped box in its center. I will ask the students to try to predict
what each box holds by passing it amongst their group members and discussing it. (2
minutes)
Ask the students what guesses they made and why they guessed those responses. Let
them open the boxes. How did they predict what was inside? (shaking, the size, what noises
were made, etc. Explain that, just like detectives, they called upon their current schema,
their past experiences with gifts, to find ways to predict what was inside. Ask how they can
use those same skills to guess what todays book might be about and show them the book,
Nate the Great. (2 minutes)
By looking at the picture and title, ask the students to guess what the book might be
about. Be sure to ask why they think what they do. Explain the importance of predicting,
explain that its a strategy they can use for better understanding what they read, and let them
know that they will be practicing this skill throughout the lesson. Tell them the order of the
lesson: whole group lesson to further explain predicting, before breaking into our assigned
reading groups for further practice. (2 minutes)

2. Presentation Procedures for New Information or Modeling: 24 minutes

I will define making a prediction: (1 minute)
I will explain why a student might want to do this: (1 minute)
I will explain that predicting has two parts: 1. finding clues and 2. making a
prediction. Draw a chart on the board with two corresponding columns and an additional
column labeled How Does This Help. Emphasize that all predictions must be based on
what hints the author gives and our own schema, and explain how breaking down those clues
helps us understand the storys meaning. (1 minute)
I will then model this by making a sample prediction by looking at the book
cover picture. Thinking out loud, I will take a look at the book cover and say well, based
on what I see, I know this is a mystery book, because the little boy is wearing a detective
hat. I will then write in the clues column on the board a detective hat
picture. I will also write in the predictions column mystery book. Model how
understanding this is a mystery book helps to put the reader on the look out for some sort of
problem to solve. (1 minute)
I will then read the title Nate the Great and the Hungry Book Club and ask the students
if they can think of another prediction. Call on students, and write their predictions and
supporting clues on the board as well. Repeat this process with the chapter 1 title Torn,

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Ripped, Ruined. Invite the students to see if they are correct and begin reading. (4
minutes)
Throughout the first couple of pages, model stopping and checking to see if the class
predictions are correct. Explain how good readers stop and check their predictions
regularly and alter them as they learn new information, just like a detective would while
working on a case. Read through most, but not all of the chapter. (6 minutes)
After altering some of the predictions as a class, have the students read the rest of the
chapter in pairs or groups of three and discuss their predictions for a few minutes. (5
minutes)
Come back together as a class and discuss the uses and importance of predicting and
how it can make reading more meaningful. Teach for transfer: Ask how the students think
this skill can help them when they are reading other books. Explain how it can help find the
purpose of a text and give examples of doing so with other text types: a biographical
paragraph, a scientific article, etc. (5 minutes)
Dismiss into work stations for further practice and explain what each group will be
working on: (2 minutes)
- Group 1 will meet with the teacher to apply this new skill in their current reading and will work
together to complete their Follow the Clues organizer.
- Group 2 will practice independently by completing their Make your own Predictions worksheet
- Group 3 will meet at the circular group table and work together with the Story Bag game.

3. Guided Practice in Small Groups: 15 minutes each

Students will meet in their assigned small group reading, where they go over the assigned
books being read throughout the month. Students will meet with the teacher and work
together to complete a story map which they can utilize to make predictions. As on the
white board, they will complete their Follow the Clues organizer to note their evidence
and predictions, and will then discuss how it was helpful in creating meaning. I can work
with each group to further demonstrate how predictions help guide reading
comprehension and how they can lead to higher level thinking order. I can also monitor
decoding skills, comprehension, and fluency.

4. Independent Student Practice: 15 minutes

At their desks or in the independent reading area, the students will work to make
predictions and establish purposes for each reading selection on the Make your own
Predictions worksheet. They will read small paragraphs from varying text styles. As
students read each selection, they will be asked to make a prediction, state their evidence,
and state how the prediction helped find a purpose for reading the text.

5. Independent Small Group Student Practice: 15 minutes

Students will work together in pairs at the circular group table and will play the story Bag
game. Here, they will be given a chart with 3 categories: In the Story, Not in the Story,
and Maybe in the Story. They will also be given copies of the pictures found in the
following chapter of Nate the Great, the title of chapter 2, The Crime Scene, and a few

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 sample paragraphs. Students will study the information and predict what items from the
bag belong in the story. This game will lead to the next days lesson and will segment into
the following days prediction making practice.

6. Culminating or Closing Procedure: 10 minutes

Once all the students groups have rotated through the stations, the class will come back
together at their desks for a short wrap up and informal formative assessment so that the I
can see how the class is doing and can check for understanding. This should serve as a time
to verbally question students to check for understanding. It should also serve as a time for
students to discuss any problems they encountered during their independent or small
group work times.

Instructional Strategy (or Strategies):

This lesson is divided into 2 primary portions. The first utilizes a Directed Reading/
Thinking approach and I will read chapter one of Nate the Great while modeling
out loud how to make predictions and allowing the class to then give it a try.
The second portion splits the class into 3 groups for both cooperative learning and
independent study. When working with me, the students work as a group to further
study how to make predictions and to discuss how they reached their conclusions. Here the
I can check for understanding, help clarify meaning, and better scaffold teaching. At
the same time, some students are working independently to complete their make your own
Predictions which can later serve as an informal summative assessment for the teacher, while
others are working in pairs on the Story bag game where they can use their own, as well as
their partners experiences to predict story outcomes.
By splitting the lesson into 2 parts, I can use multiple teaching strategies to
help differentiate instruction.

Differentiated Instruction Accommodations:

An accommodation for ELL students is to provide the Make your own Predictions
worksheet in their native tongue. Students could be allowed to write their responses in their
own language and then translate them. This allows them to demonstrate their understanding
without the worries of learning a new language, and translating their responses gives them
more practice in learning English.
Additionally, ELL students should be given a vocabulary sheet with new words they will
encounter in the reading. It should be listed in a Rosetta Stone style, listed side by side with
their native tongue and definitions provided in both languages. This will make it easier for
them to follow along with the story.
Students who are gifted or accelerated learners will need more challenges than their peers.
They should also receive a differentiated Make your own Predictions worksheet. Rather
than selections of text for them to make predictions with, their worksheet will be to Solve
the Mystery and students will need to read the opening paragraphs and piece together the
information given by the author to write their own endings to the mystery. This task will

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 require higher level thinking and will go beyond making predictions, implementing their
creative writing skills as well.

Use of Technology:
I will employ Powerpoint or Keynote to make an engaging and interactive
multimedia presentation for whole group instruction. The presentation should be visually
appealing and could have sample text of Nate the Great which allows words to be
highlighted as they are read aloud. This could especially help ELL learners.

Student Assessment/Rubrics:
The Make your own Predictions worksheet will serve as an informal summative
assessment to let the teacher see how much of the strategy students have initially
understood. It asks students to make predictions, provide supportive evidence, and give a
meaning or understanding which came from their prediction. This can help me make
sure they are understanding how to appropriately create predictions and infer information
using both the information provided by the author as well as their own experience. Rather
than giving correct predictions, the teacher will need to assess how students are making their
predictions.
Additionally, the end of the class should serve as an informal formative assessment time
to verbally question students to check for understanding.
Some questions to ask:
1. Why do you need to know how to predict what will happen in a story or text?
2. What could you do the next time you read a story in class?
3. Why would you want to predict while you are reading
4. How does making a prediction help you find the purpose of reading a given text?
5. What steps do we use to make a prediction in a story?
6. What are some things you can use to help you make a prediction? (look at pictures, titles,
etc)
7. Why would those things help you?
8. Why should we use predictions?

Following pages are as follows:

- The Follow the Clues organizer to be used during small group guided reading instruction.
- The Make your own Predictions worksheet, an informal summative assessment
- The Make your own Predictions worksheet modified for an ELL student
- The Solve the Mystery worksheet, a modified form for gifted and accelerated learners
- The Making Predictions handout for take home practice

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 Make your own Predictions!
Can you deduce what will happen next in each

Directions: Read the following passages. Determine what event is likely to occur next.
Explain what clues helped you make your predictions.

Vince Thunder waved to the crowd one more time before he put on his motorcycle helmet. The crowd
cheered uproariously. Vince looked down the ramp and across the 17 school busses that he was about to
attempt to jump. It was a dicult trick and everything would need to go right for him to nail it. His cape blew
in the wind. As Vince hoped on his motorcycle and started down the ramp, he noticed something that he had
not seen before. There was large oil slick at the end of the ramp. He attempted to stop the bike, but it was too
late. He had already built up too much momentum...
1. What will happen next?

2. What clues led to your predictions?

Rex sat at the mouth of the alley and chewed the bone that he had found by the dumpster. It was a meaty
bone that had belonged to a larger animal, perhaps a state fair prize winning pig. Rex was attracted to the
bone by its strong scent. Apparently, he was not the only one who could smell it. He heard the jangle of tags
behind him and turned to see a larger dog. Rex released the bone and began growling at the other dog. The
other dog began growling at Rex. The two dogs inched toward one another, maintaining eye contact. Each
began growling louder as the other approached within striking distance...
1. What will happen next?

2. What clues led to your predictions?

John sat in the classroom and drew pictures of the Tatakai Fighting Warriors in his notebook while his
teacher lectured about biology or something. He didn't really know for sure. The last thing he remembered
her saying was that there would be a test tomorrow. His heart jumped. He went home to study for the test, but
he was soon drawn to his Game Box. He played Tatakai Fighting Warriors long into the night. When his alarm
clock rang the next day, he was too tired to hit the snooze button, so he let it beep for about 20 minutes before
he got up and went to school. As she had promised, the teacher has prepared a test. She reviewed the testing
procedures and directions with the class and then passed out the test. John looked at his test and scratched his
head...
1. What will happen next?

2. What clues led to your predictions?

 Haga sus propias Predicciones!
Se puede deducir lo que suceder despus de cada
historia ?

Instrucciones: Lea los siguientes pasajes . Determine qu evento es probable que ocurra
despus. Explique qu pistas ayudaron a hacer sus predicciones. Asegrese de traducir sus
respuestas en Ingls

Vince Trueno salud a la multitud una vez ms antes de que l se puso el casco de la motocicleta . La multitud
aplaudi a carcajadas . Vince mir por la rampa y en los autobuses escolares 17 que estaba a punto de intentar
saltar . Era un truco difcil y todo lo que tendra que ir a la derecha por l para clavar l. Su capa soplaba el
viento. Como Vince esperaba en su moto y empez a bajar la rampa, se dio cuenta de algo que no haba visto
antes. No era grande mancha de aceite al final de la rampa. l trat de detener la moto, pero ya era demasiado
tarde . Ya haba acumulado demasiado impulso ...
1. Qu pasar despus?

2. Qu pistas llevaron a sus predicciones?

Rex se sent a la entrada del callejn y se mordi el hueso que haba encontrado por el contenedor de basura.
Era un hueso carnoso que haba pertenecido a un animal ms grande , tal vez un premio feria estatal cerdo
ganar. Rex fue atrado al hueso por su fuerte olor. Al parecer , l no era el nico que poda olerlo. Oy el
tintineo de las etiquetas detrs de l y se volvi para ver a un perro grande. Rex lanz el hueso y comenz a
gruir en el otro perro. El otro perro empez a gruir en el Rex . Los dos perros subieron uno hacia el otro ,
mantener el contacto visual . Cada empez a gruir ms fuerte que el otro se acerc a corta distancia ...
1. Qu pasar despus?

2. Qu pistas llevaron a sus predicciones?

John se sent en la sala de clases y sac fotos de los guerreros que luchan Tatakai en su cuaderno mientras que
su maestro dio una conferencia sobre la biologa o algo as. l realmente no saba a ciencia cierta . Lo ltimo
que recordaba ella diciendo era que habra un examen maana . Su corazn dio un salto. Se fue a casa a
estudiar para el examen , pero pronto se sinti atrado por su Game Box . Jug Tatakai Fighting guerreros hasta
bien entrada la noche. Cuando el despertador son el da siguiente, estaba demasiado cansado para golpear el
botn de repeticin , as que deja que un pitido durante unos 20 minutos antes de que l se levant y fue a la
escuela . Como haba prometido, el profesor ha preparado una prueba. Ella revis los procedimientos de
prueba y las direcciones con la clase y luego pas la prueba . John mir a su prueba y se rasc la cabeza ...
1. Qu pasar despus?

2. Qu pistas llevaron a sus predicciones?

 Solve the Mystery!
Can you use your super sleuth prediction skills to
write the end of this story?

Directions:
Read the beginning of this story, search for clues, and make some predictions. Then use them to
write the end of this story.

Janie came in from recess with the rest of her class to find Mr. Holmes, her teacher, looking down at his
desk and frowning. Jamie took her seat along with the rest of the class, watching as Mr. Holmes walked to the
front of the room. Slowly, the noise and bustle of students settling in and taking books from their backpacks
died down. Mr. Holmes looked out at the kids and began to speak.

What do you notice about my desk? he asked. Can anyone tell me whats dierent?

Janie looked at Mr. Holmes desk, and suddenly she realized why hed looked upset. Nibbles, the class
hamster, was missing from her normal spot, along with her cage and the bag of hamster food that always sat
on the corner of the desk. Thats when Janie remembered that she had seen Doug standing beside the door at
the start of recess, seeming to wait for everyone else to file out into the yard. She glanced under Dougs desk
and noticed a strangely square lump beneath his jacket. Janie hesitated, and then

List 3 predictions you made to help you write the end of the story:
1.
2.
3.

What clues did you find in the story to help you make these predictions?
 Cross-Curricular Reading Comprehension Worksheets: E-20 of 36

Making Predictions
Cross-Curricular Focus: Language Arts Name: ______________________________________

Answer the following questions based on the reading

You can improve your reading comprehension skills if you prepare your brain passage. Dont forget to go back to the passage
for reading before you begin. Read the title and help your mind make connections to whenever necessary to nd or conrm your answers.
things you already know.
Highlight important words in the title. If you are reading from a source that you
cant write on, such as a textbook or library book, use a piece of paper. If you are 1) Name at least two techniques you can use
reading on a worksheet or printed page on which you are permitted to take notes, to prepare your brain before you begin reading.
use it. Consider each of the words one at a time. Write down what you think of when _____________________________________
you read or hear that word. Then consider them collectively.They have been placed
_____________________________________
together to form the title. Make a prediction about what you will read. Remember
that a prediction in language arts is what a hypothesis is in a science experiment. 2) Why should you keep your notes nearby as
You are not making a wild guess. You are using all the available information to make you read?
a knowledgeable guess. What can you reasonably predict at this point? Write your
prediction down so you can watch for it to be resolved one way or another as you read. _____________________________________
Look at any photos, illustrations, graphs or other visual aids that have been _____________________________________
included with the story. Read any captions or informational notes to make sure you
understand what has been included. Note any important statistics, dates or people. 3) How is a prediction like a hypothesis in
Pay attention to the colors used in the pictures and the mood that the pictures create. science?
Write down any additional observations or predictions that come to mind. Remember _____________________________________
that good predictions are based on evidence. Think about why you think as you do.
Read over your notes and predictions as you prepare to begin reading the _____________________________________
passage. Keep your notes out in front of you while you read. As your predictions are 4) What can you do if you dont understand a
either conrmed or proven to be incorrect, jot down little notes about what happened. specic word?
If you do not understand something that you read, go back a few sentences and read
again. If a specic word is giving you trouble, see if the words around that word can _____________________________________
help you determine its meaning. If not, use a dictionary if one is available. Do not be _____________________________________
content to read on without understanding. When you have nished reading, see if you
can mentally summarize what you have read. 5) What is a benet of discussing the reading
Whenever possible, discuss the reading with someone else who has also read it. with someone else?
This will allow you to share your predictions and thoughts about what you have read.
_____________________________________
Exchanging ideas sharpens your understanding. Then you will both be on your way to
improving your reading comprehension. _____________________________________

Copyright 2012 K12Reader - http://www.k12reader.com

 Cross-Curricular Reading Comprehension Worksheets: E-20 of 36

Making Predictions
Cross-Curricular Focus: Language Arts
Key
Name: ______________________________________

Answer the following questions based on the reading

You can improve your reading comprehension skills if you prepare your brain passage. Dont forget to go back to the passage
for reading before you begin. Read the title and help your mind make connections to whenever necessary to nd or conrm your answers.
things you already know. Actual wording of answers may vary.
Highlight important words in the title. If you are reading from a source that you
cant write on, such as a textbook or library book, use a piece of paper. If you are 1) Name at least two techniques you can use
reading on a worksheet or printed page on which you are permitted to take notes, to prepare your brain before you begin reading.
use it. Consider each of the words one at a time. Write down what you think of when Example of correct answer: Read the title and
_____________________________________
you read or hear that word. Then consider them collectively.They have been placed
_____________________________________
look at the visual aids.
together to form the title. Make a prediction about what you will read. Remember
that a prediction in language arts is what a hypothesis is in a science experiment. 2) Why should you keep your notes nearby as
You are not making a wild guess. You are using all the available information to make you read?
a knowledgeable guess. What can you reasonably predict at this point? Write your so you can write whether your predictions
prediction down so you can watch for it to be resolved one way or another as you read. _____________________________________
Look at any photos, illustrations, graphs or other visual aids that have been were correct or incorrect
_____________________________________
included with the story. Read any captions or informational notes to make sure you
understand what has been included. Note any important statistics, dates or people. 3) How is a prediction like a hypothesis in
Pay attention to the colors used in the pictures and the mood that the pictures create. science?
Write down any additional observations or predictions that come to mind. Remember _____________________________________
both are knowledgeable guesses
that good predictions are based on evidence. Think about why you think as you do.
Read over your notes and predictions as you prepare to begin reading the _____________________________________
passage. Keep your notes out in front of you while you read. As your predictions are 4) What can you do if you dont understand a
either conrmed or proven to be incorrect, jot down little notes about what happened. specic word?
If you do not understand something that you read, go back a few sentences and read
again. If a specic word is giving you trouble, see if the words around that word can See if the words around it can help you
_____________________________________
help you determine its meaning. If not, use a dictionary if one is available. Do not be _____________________________________
determine the meaning.
content to read on without understanding. When you have nished reading, see if you
can mentally summarize what you have read. 5) What is a benet of discussing the reading
Whenever possible, discuss the reading with someone else who has also read it. with someone else?
This will allow you to share your predictions and thoughts about what you have read.
Example of correct answer: You can
_____________________________________
Exchanging ideas sharpens your understanding. Then you will both be on your way to
improving your reading comprehension. _____________________________________
exchange ideas about the reading.

Copyright 2012 K12Reader - http://www.k12reader.com