Title: Making Predictions in Language Arts

Grade Level: 3rd Grade

Subject: English Language Arts

Duration: 45 minutes

VA SOL Standards: 3.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. - c) Make, confirm, or revise predictions. - d) Compare and contrast settings, characters, and events.

Objectives: 1. Students will understand the concept of making predictions in reading. 2. Students will be able to make, confirm, or revise predictions while reading. 3. Students will compare and contrast settings, characters, and events based on their predictions.

Materials: - Chart paper or whiteboard - Markers or whiteboard markers - Fictional texts (short stories, picture books, or excerpts) - Prediction graphic organizer (downloadable/printable)

Procedure:

1. Introduction (5 minutes):
   • Begin the lesson by asking students if they have ever tried to predict what might happen next in a story they were reading or a movie they were watching.
   • Discuss the importance of making predictions while reading to help understand the story better and engage with the text.
2. Definition and Explanation (10 minutes):
   • Write the word “prediction” on the chart paper or whiteboard.
   • Ask students if they know what the word means. Discuss their responses.
   • Provide a simple definition of prediction: “A prediction is a guess or an educated guess about what might happen next based on what you already know.”
   • Explain that good readers make predictions before, during, and after reading to help them understand the story better.
   • Give examples of making predictions based on the cover of a book, the title, or the illustrations.
3. Modeling (10 minutes):
   • Choose a short fictional text or an excerpt from a book and read it aloud to the class.
   • Pause at appropriate points and model how to make predictions based on the information given in the text.
   • Think aloud and explain the reasoning behind each prediction.
   • Write the predictions on the chart paper or whiteboard.
4. Guided Practice (15 minutes):
   • Divide the students into pairs or small groups.
   • Distribute a different fictional text to each group.
   • Instruct students to read the text together and make predictions about what might happen next.
   • Encourage them to discuss their predictions and provide reasons for their guesses.
   • Circulate the classroom, providing support and guidance as needed.
5. Independent Practice (5 minutes):
   • Ask students to choose a book from the classroom library or their own collection.
   • Instruct them to read independently and make predictions as they read.
   • Remind them to confirm or revise their predictions as they continue reading.
6. Closure (5 minutes):
   • Gather the students back together as a whole group.
   • Discuss the predictions made by different groups or individuals.
   • Ask students to share how their predictions helped them understand the story better.
   • Emphasize the importance of making predictions while reading and encourage them to continue using this strategy.

Assessment: - Observe students’ participation during guided practice and independent practice. - Review students’ prediction graphic organizers to assess their understanding of making predictions and their ability to compare and contrast settings, characters, and events based on their predictions.