Indiana Wesleyan University

Elementary Education Lesson plan

Reading- 2007 ACEI Standards

Student: Briana McLeland School: Westview Elementary

IWU Supervisor: Anita Manwell Co-op Teacher: Julia Poe
Teaching date: November 13, 2018 Grade Level: 1st grade

Predictions in Stories

Lesson Rationale
This lesson is about prediction when reading. I am teaching this lesson because it is
important for students to be able to think about the next events in a book. Thinking about what
might come next will help students be able to comprehend better the content of the book as
they are reading.
Readiness
I. Goals/Objectives/Standard(s)
A. Goals-
i. The students will be able to predict what comes next when reading a
story.
B. Objectives-
i. After the lesson, students will be able to read or listen to a book and
write or explain what they predict will happen next.
ii. After the lesson, students will be able to read books with a partner or
independently to make their own predictions as they read a story.
C. Standards-
1.RL.1: With support, read and comprehend literature that is grade-level
appropriate.

1.RL.2.4: Make and confirm predictions about what will happen next in a
story.
II. Management plan
A. Time: 90 minutes
i. Anticipatory set: 10 minutes
ii. Centers (4): 12 minutes each
iii. Closure: 2 minutes
B. Where: Students will start on the carpet for the anticipatory set and mini lesson.
The students will then move to centers around the room.
C. Materials
i. A book of their choice
ii. Paper and a pencil
iii. I Want My Hat Back
iv. Level “J” and Level “C” Books
v. Ipads
 III. Anticipatory set
A. “Today I’m going to read you the story “I Want My Hat Back” by Jon Klassen. As I
read the book, I want you all to be thinking to yourselves what might happen as
the book is being read. Before we start, can someone raise their hand and tell me
what you think the book will be about?” I will then read the book to my students
and stop throughout the book and ask the students what they think will happen
next.
IV. Purpose
A. “Friends, we are learning today how to predict what comes next when we are
reading. We are learning about how to predict because when we read, we want
to get our brains thinking about what could happen so that we can understand
the book better.”

Plan for Instruction

V. Adaptation
A. Auditory learning:
i. One of my students will be able to read with a partner or listen to a story
being read on the iPad.
ii. Students who struggle to write at all will be able to record their
predictions on an iPad during partner reading. I will be able to go back to
this later and see the student’s understanding of prediction.
VI. Lesson presentation
A. Mini Lesson:
i. “While reading the book “I Want My Hat Back” we talked a lot about
what would happen next in the story. “When we are thinking about what
comes next in a book, we are predicting. Have you ever read a book
where you would predict what would happen? I will call on a couple of
students to hear their experiences. “As we read “I Want My Hat Back”
what predictions did you make?” I will then write the responses on the
board as students answer. “Now that we have done some predicting
together, I am going to send you off to your groups to do more
predicting.” I will then describe each of the centers to the students.
B. Centers:
i. Guided Reading Group:
1. With my guided reading groups, we will be reading either a Level
“J” book or a Level “C” book. “As we read this book, we are going
to explore more what it means to make predictions. While we read
the book, I want to you think to yourself what might happen next,
and I may even pick a couple of you to share what you are
thinking.”
2. For the higher group they will read the book first with me and
then will be split into partners to read together. When we are
reading the first time, I will stop throughout the book and have
 the students predict what will happen next. While they read in
partners I will just have them read through the book together.
a. Pre-Reading:
i. Today we are going to read a book called “Cat in
the Bag” by Sara Miller. This book is about packing
a bag of things that we would take with us when
we go on a tripl. Have any of you ever packed a bag
before you took a trip?
ii. As we read together today, I want you to all follow
along with your finger.
iii. While we read today, I want you to think about
what events might come next, just like we did with
“I Want My Hat Back”.
b. Reading:
i. Read book with the students.
ii. Now that we have read the book together, I am
going to have you partner read.
iii. While the students partner read I will take
anecdotal notes during this time.
c. Responding:
i. What predictions did you come up with while
reading the book today? Did you like the book? Did
you dislike the book?
ii. Allow time for students to respond.
d. Exploring:
i. Now that we’ve read this book twice, I want to
know where in the book you made predictions? Go
back into the book and show me where you
thought “Ooohhh I think I know what is going to
happen!”
ii. Allow time for students to flip back through the
book and assist the students if they need it. I will
flip back into the book as well and model my own
prediction.
iii. Call the students’ attention back.
e. Applying:
i. As you read other books, you can make predictions!
Making predictions makes it fun to see if you know
what might happen next.
3. For the lower group, we will read in an I read, you repeat strategy.
We will read the book 3 times. First the I read, you repeat. Then,
all together. Last they will be able to partner read. I will observe
how they doing with the text and listen to see if they are getting
stuck often or are reading fluently.
a. Pre-Reading:
i. Today we are going to read a book called “Hide and
Seek” by Roberta Brown and Sue Carey. This book is
about playing Hide and Seek. Have any of you
played Hide and Seek before?
ii. As we read together today, I want you to all follow
along with your finger.
iii. I am going to read each sentence in our book first
and then you are going to repeat it.
iv. As we read today, think about what comes next in
the story, just like we did with “I Want My Hat
Back.”
b. Reading:
i. Read the book while the students echo.
ii. Now let’s read together this time. Remember to
follow along with your finger. Be thinking about
what the next thing to happen in the story will be.
iii. Read the book with students again.
iv. Now you are going to read in partners. Follow
along with your finger and just focus on reading
together.
v. I will take anecdotal notes during their partner
reading.
c. Responding:
i. What predictions did you come up with while
reading the book today? Did you like the book? Did
you dislike the book?
ii. Allow time for students to respond.
d. Exploring:
i. Now that we’ve read this book twice, I want to
know where in the book you made predictions? Go
back into the book and show me where you
thought “Ooohhh I think I know what is going to
happen!”
ii. Allow time for students to flip back through the
book and assist the students if they need it. I will
flip back into the book as well and model my own
prediction.
iii. Call the students’ attention back.
e. Applying:
i. As you read other books, you can make predictions!
Making predictions makes it fun to see if you know
what might happen next.
 ii. Ms. Foy’s center:
1. At the center, students will work on their word recognition. Ms.
Foy will often go over sight words with the students and take
notes on where they are at in their comprehension of the words.
This is a center that is not able to be changed due to the extra
help students need in reading.
iii. Ipad center:
1. In this center, students will use a reading app called “Epic” and be
able to listen to, or read a book of their choice on their own. This
is to encourage independent reading time, even though some of
them cannot completely read on their own.
iv. Partner reading:
1. In this center, students will pick a partner and book to read
together. I will have directions for students to stop two times
throughout the book to predict what will happen next. My
students work well in partners, so I believe that this will help
further their reading strength and collaboration with each other.
The students will have a template (attached) where they can write
their predictions about the book down for me to see later.
C. Closure:
i. “Awesome work today, Friends! I would like to hear a little bit from you
about the stations. Who can raise their hand and tell me what center was
their favorite” I will call on a few students. “What was your favorite part
about the station you liked?” I will call on a few more students to answer
the question. “Now that we have been working a little bit with making
predictions, we can use this more while we read other books in class
together!”

VII. Check for understanding

A. I will have the students put a thumbs up, thumbs down, or to the side depending
on how they are personally understanding the concept of prediction during
whole group.
Plan for Assessment
a. During guided reading, I will keep sticky notes to the side to keep track of who
understand the concept of prediction and who doesn’t. Was the prediction
reasonable? Were they able to make a prediction?
b. I will also keep track of how the students are able to read the book.
c. I will listen in on the partner reading within the centers and listen to discussion.
Reflection and post-lesson analysis
a. How many students achieved the lesson objective(s)? For those who did not,
why not?
i. All students met the lesson objectives. Each student is able to at least
read with a partner, but majority independently.
b. What were my strengths and weaknesses?
i. Strengths: During the lesson, I asked questions that got students thinking
about the book they read and how they could apply what they have
learned to other texts that they read.
ii. Weaknesses: I lacked confidence in my lesson with the students. I was
teaching the content but was not doing it in a way that shows my
confidence and excitement to be teaching.
c. How should I alter this lesson?
i. I should add more conversation/discussion about prediction. I would have
allowed more time for students to ask question and make sure that
students were fully understanding the concept.
d. How would I pace it differently?
i. I would allow more time for the lesson presentation. It is more important
for the students to understand what is being taught than it is to get to the
centers.
e. Were all students actively participating? If not, why not?
i. Not all students were participating throughout the centers. This was poor
management on my part. I was not doing what I needed to to keep the
attention of my students and keep them on task when they weren’t
working with me.
f. What adjustments did I make to reach varied learning styles and ability levels?
i. Some students need worksheets to guide them at the centers, so those
students had those templates. Students who could read independently
had the opportunity to do so if they wanted.
g. How are my students understanding the concept of prediction?
i. Most students are understanding the concept, but another lesson or mini
lesson will be needed.
h. Am I presenting the lesson in a way that the students will understand?
i. More visual representation of prediction should be used for students to
see.
i. Are my students making reasonable predictions?
i. Yes. Most students understand the concept of prediction, so they made
great predictions with the books that they had.
j. Are my students making predictions for themselves or are they saying the same
thing as their peers?
i. Students did a great job of making their own predictions by going back in
the book and showing me the different pages. They were always different
from each others’ predictions.
Name: