Why make predictions when reading

Predicting This page provides an overview of the reading strategy, an explanation of how predicting supports reading comprehension, and several activities that support students in predicting. Predicting This article discusses the strategy of predicting and why it is important.

It also includes ideas for supporting students as they become proficient in making predictions about text. This article provides a step-by-step sequence for teachers who wish to create a directed reading thinking activity with any type of text.

Tips for Success with Informational Text This brief article discusses five steps that can help students make predictions about an informational text. Students preview the article and then jot down words that they would expect to find in the article.

The Science Process Skills This article includes definitions of both prediction and hypothesis as they apply to science. Learning and Assessing Science Process Skills This book explains basic and integrated science process skills and provides activities to help your students develop these skills. Now I can evaluate my prediction in the last box of our organizer. Holmes is trying to find the owner of the hat and goose because he wants to figure out what really happened.

Just like Holmes, I want to know who stole that jewel! Who do you think did it? Turn to your shoulder partner and talk about the evidence we learned in the story that can help us guess who stole the jewel. Listen to student partners talk and find a pair who identify that Henry Baker ran away when the police arrived after he was attacked on the street. Teacher script: I heard some of you talking about a character in the story who did something that makes him seem guilty.

What evidence did we read about a character who might have had something to do with the stolen jewel? Why would Henry Baker run away when the police got there? He must have known the jewel was in the goose. Where on our graphic organizer should I write our evidence?

Have students point out the first box. See Figure 3 for an example of how the Making and Evaluating Predictions graphic organizer will be completed during the guided practice phase outlined in steps 7 and 8. Teacher script: Who can tell me the prediction I should write in the think bubble on the graphic organizer? Teacher script: We have read some information that will help us know if our prediction was accurate. Turn to your partner and talk about how you know that Henry Baker did not steal the jewel.

Listen to student partners talk. Find a pair who identifies that Henry Baker bought the goose to cook for dinner just before getting attacked. Teacher script: I heard some of you talking about what Henry did just before getting attacked. What evidence did you find? Teacher script: Henry Baker ran away after getting attacked because he was scared, not because he was guilty. Where on our graphic organizer should I write our new evidence? Teacher script: Who can tell me what I should write in the last box on the graphic organizer to explain how we know our prediction was incorrect?

For the remainder of the story, continue guiding students in making predictions about who stole the jewel and evaluating the accuracy of their predictions until the crime is solved. On a subsequent day, introduce a new story of a different genre so that students have the opportunity to practice making and evaluating predications with other types of text. If necessary, model the approach with the new genre. Then, ask students to work with a partner to identify evidence, form predictions, identify new evidence, and evaluate the accuracy of their predictions.

Growing readers can have a difficult time making predictions that are meaningful and logical. By modeling and practicing this reading strategy often, students learn to create strong predictions based on text evidence and background knowledge. Below are five ways students can practice making predictions as a class or individually.

When reading aloud any piece of text, teachers can use a think aloud technique to model how good readers continually make predictions before, during, and after reading. This technique can be thoughtfully planned ahead before implementing, but is also effective to demonstrate often with any piece of text read aloud in class. Teachers can show how they piece together evidence from the text to pose predictions, as well as how they revise their predictions as they continue to read.

Giving students thinking stems is helpful to make using reading comprehension strategies more concrete. Materials: large chart paper, a bold marker, any novel a student chooses to read Time Needed: one minute period to present guidelines, then time for students to write Procedure: Use this activity to help students make predictions independently. Name: Date: Title: Author: Write your predictions on this chart.

Also write in the evidence reasons for your predictions. Later, go back and write adjustments to your predictions. View not found. Download the PDF from here. Related Subjects. Appears in This Collection. Effective ways to help your students make progress as active readers. Grade s PreK Related Books and Products. Linda Beech.