But - it takes explicit teaching for students to begin doing this on autopilot. When students actively predict while reading, they stay connected to the text and can reflect upon, refine, and revise their predictions. Pssst… Want a super engaging and interactive way to have students practice predicting? Below are the different categories within this post to help you jump to exactly what you need!
Click on each category title to navigate there directly:. When readers combine these two things, they can make relevant, logical predictions. When students make predictions, we want them to be able to justify their thinking. In their predictions, we want to hear students drawing from both the text and their own schema. Asking students to justify their predictions, keeps them accountable for their thinking and helps them take their thinking deeper. Readers should make predictions before, during, and after reading.
There are several different kinds of predictions that a reader can make with a text. Readers can:. Does the author want to teach us something?
What information does it help clarify? Predicting involves more than just trying to figure out what will happen next. In fact, predicting requires students to draw on a variety of other secondary skills. As students look for evidence for their predictions, they also ask themselves questions, reread the text, recall information given in the text, infer, and draw conclusions.
Making predictions helps set the stage for students to monitor their own comprehension. Making predictions naturally encourages the reader to want to continue reading in order to find out if their predictions were correct or not. By making predictions and then reading on to see if those predictions were correct helps to let the students know if their thinking was on the right track.
Using the prediction strategy correctly, truly will result in comprehending the text more fully. The concept of predicting will most likely not be new to students.
Activating this skill while reading, however, may require some practice. Since students may not be stopping to make predictions as they read, explicit instruction to train students to do so is essential. You can introduce this reading comprehension strategy with a simple exercise. Tell students that you are going to play a quick game that will require them to guess what you are going to do next in your school day.
Explain that you are going to leave and re-enter the room, providing clues as to what you are going to do next. Here are two example scenarios that you might use:. When you re-enter the room, grab a soccer ball or other playground equipment , put on your coat, and grab your whistle.
Have students predict what you are going to do next go out for recess. When you re-enter, go to your desk and pull out your current read-aloud book and have a seat where you normally share your read-aloud with the class. Have students predict what you are going to do next read-aloud to the class.
In either case, have students share out the clues that they used to make their guesses. Explain that when students made a guess as to what you were doing next, they were making predictions.
Are there sub-titles? If so, what do they tell you about the way the subject is presented? Read very quickly the first line of each paragraph or sub-division; can you tell what the passage is about?
Do you already know something about it? Notice names, numbers, dates, and words that are repeated; do you recognize any of them? Is it a conclusion or a summary? Answer these questions based on text above.
What are two essential skills for a good reader? What is previewing? What is predicting? Why are previewing and predicting important? Look at the picture below. It contains a large number of different images.
With a partner, discuss the images. How do they relate together? Can you predict what the topic of the reading will be? Write down the objects you see in the following picture.
Picture 1. Choose the sentence that could be next. Example: Yesterday, there was a big snowstorm in Detroit. Many schools were closed, and people had to stay home from work. It was a warm, sunny day and the beaches were crowded. It was very cold, but the snow on the trees looked beautiful. Only one inch of snow fell in the downtown area. The correct answer is choice B. Choice A is not correct.
People don't go to beaches when there is snow! Choice C is not correct. In a big snowstorm, many inches of snow fall. There were many good shows on TV last night. The Smith family stayed home. They turned off the TV and went to bed early. The only interesting show was about traveling by bicycle. They saw a play, a music show, and the news. John and Alice Babson are not happy with the school in their town.
Their children love to go to school. The classrooms are too crowded. It is a beautiful building. Many young people move to New York after college. New York is a dangerous city. It's difficult to find jobs in New York. There are lots of interesting things to do in New York. Fly Happy Time Airlines! Take an exciting trip to Holiday Island!
This trip is very expensive. Holiday Island has warm, sunny weather. Happy Times Airlines is never on time. Alex had trouble falling asleep last night. He was awake until A. This morning he feels tired. This morning he feels rested and ready to work. This morning he is hungry. The roads were covered with ice and were dangerous today. Sam drove home quickly. Sam took a long time to drive home. Sam enjoyed driving home. I work, sing, can, must like EnglishClub.
He lives in my music, town, London, house. We live in London. I like big dogs. When he is adjective or adverb badly, very, really very hungry, he eats really quickly. Pronoun replaces a noun I, you, he, she, some Tara is Indian. She is beautiful.
Preposition links a noun to another to, at, after, on, but We went to school on Monday. I like sentences or words cats and dogs. I like dogs but I don't like cats. Interjection short exclamation, oh! That hurts! How are sometimes inserted into you? Well, I don't know. Here are two prediction reading strategies that are easily adapted for both physical and virtual learning environments.
What is a Word Splash? A Word Splash created by providing a topic, a list of words, and asking the students to write or type a paragraph that connects those words to the offered topic. They watch the video and then review their paragraph for accuracy. Think about this example. If students are provided with a passage and comprehension questions, the questions determine the learning.
The Finding of Hugglbos. It is believed that Hugglbos once yupted the bysistor of Nanatoga. The Hugglbos were an antitotal of Hugglators.
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