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Educators monitor students' prediction and ask questions related to the logic of their predictions.

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Self-assess their storyboards and retelling with 6.1 Storyboard Self-Assessment Rubric.

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Bring groups together. Students retell their stories using storyboards. Ask new partner to make a prediction while reading.

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Students answer questions to reflect on their learning.

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Record the title in first frame.

Record main character in 2nd frame.

Record 1st gift in 3rd frame.

Make predictions by whispering to partner.

Record prediction by drawing/writing.

Move cover sheet to next page.

Wait until teacher says to turn the page.

Put one finger up if prediction matched the one in the book, or two fingers if it didn't.

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Review storyboard and discuss how predictions were made from background knowledge plus info in text. Divide class in half and students into partner groupings. Give each group one of two remaining titles, a piece of paper, and storyboard. Educator reads and stops at the end of two-page spread to allow students to work w/partners to make and record predictions.

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Define prediction and how readers make predictions as they read. Educators model making predictions by thinking aloud, then record/draw predictions on storyboard. Ask: "Did the prediction make sense?

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Use cartoons to make predictions or inferences. Cover final frame to predict what will happen next. Conduct think-pair-share to make logical and illogical predictions of the final frame. Discuss how readers make predictions based on information in the text.

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Teacher asks questions to allow students time to reflect on their learning.

Students self-report whether or not their predictions matched text with thumbs-up or thumbs-down.

Put one finger up if prediction matched the one in the book, or two fingers if it didn't.

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Invite students to join in (modeling lesson)

GP: Monitor students' predictions throughout lesson  (questioning, think-pair-share)
Closure: One educator uses the storyboard to retell the class version of the story

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2 Lessons/45min-60min?

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Nonliguistic Representations

Cooperative Learning

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Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. (1.1.6)

Use prior and background knowledge as a context for new learning. (1.1.2)

1.1.9 Collaborate with others to broaden and deepen understanding

2.1.2 Organize knowledge so that it is useful.

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Reading: Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: (A) predict what might happen next in text based on the cover, title, and illustrations; and

Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A) retell a main event from a story read aloud;

Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (

(D) make inferences based on the cover, title, illustrations, and plot; (E) retell or act out important events in stories; and

(F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.

Writing: Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (A) dictate or write sentences to tell a story and put the sentences in chronological sequence; and

Listening/Speaking: Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas by speaking audibly and clearly using the conventions of language.

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Use a rubric to self-assess: predictions and retelling

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Model first

Class divide in half and into partners

Students practice making predictions, recording predictions retelling the stories.

Educators think aloud to model making logical and illogical predictions.

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If You Give a Mouse a Cookie, Numeroff/Bond

If You Give a Moose a Muffin, If You Give a Pig a Pancake, If You Take a Mouse to School (Multiple copies of two of the titles)

Graphic Organizers:

Storyboard, Storyboard Self-Assessment Rubric, 6.1 Using Cartoons to make predictions or inferences,

Materials: 11X17 construction paper folded into 16 rectangles, pencils, crayons

Document camera, data projector or interactive white board

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After reading at least two books from Numeroff/Bond Series, SWBAT,

make logical predictions based on info

record predictions as nonlinguistic representations on storyboard

retell story in sequence using own predictions (may or may not match story)

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practice making predictions while reading a text

record predictions in picture format on a story board

to retell the story in a sequence.

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Maria:  Lesson 6.1 Making Predictions-Emerging

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Maria:  Lesson 6.1 Making Predictions-Emerging