Another book suggestion for teaching prediction.
Books that teach the comprehension strategy: prediction
Filed under: writing | Tagged: Colin McNaughton, Comprehension, comprehension strategies, comprehension strategy, Dinner Time, For Just One Day, Mosaic of thought, prediction, predictions, Suddenly! | Leave a Comment »
This is one of my favorite lessons. DON’T MENTION THE TITLE OF THIS BOOK YET!!!!!!!!!!!!!! Hide the cover from your students.
Probable Passage Click here for directions of how to do a probable passage by Kylene Beers.
http://www.learningpt.org/literacy/adolescent/strategies/passage.php Beers wrote the book,
More directions are here:
1. I introduce this lesson with a probable passage. First, I read this list of words to the kids (I also write it on the board or give the list of words to the students. (wolf, Sylvester, shiny, lion scared, red pebble, dogs searching, rain ceased, Acorn Road, lion, Mrs. Duncan, howling all night, wishes). The students sort the words under the story map categories. Then we discuss them a little bit.
2. Talk about how to write a story. For example I might say, “Once upon a time there was a wolf named Sylvester. He had a friend that was a lion. The lion was scared of a shiny, red pebble he found on Acorn Road. The dogs were searching and howling all night long. Sylvester wishes his friend wasn’t afraid.” Then the students write a story using the above words. If they don’t use all the words it is ok or even if they only use a few words. Whatever they do is ok. We’ll repeat this activity several times throughout the year. Have the kids stop writing after 10 minutes. Students turn and talk with their writing partners. Everyone is engaged and shares. Let them write about 5-10 more minutes. Then collect their papers.
3. I have the students sit on the floor while I read to the kids. Tell the kids “Let’s find out the way that the author, William Steig, used these words… As the students hear a word/phrase from probable passage, they might put a thumb up. After reading, discuss the story and how their predictions were different from Steig, but thinking of the words/phrases prepared them to think about the story.
Second Reading of the Sylvester and the Magic Pebble - List cause and effect on board.
The teacher makes sure the students understand about cause/effect. The teacher reads the selection or leads the students through the reading stopping on pages that have cause and effect examples. After Reading the students and teacher discuss the possible Cause and Effect ideas from selection.
Here is a list of possible Cause/Effect ideas in the selection.
Sylvester collects rocks – He finds a red, shiny pebble.
Sylvester wished the rain would stop. – It ceases.
Sylvester sees a lion – He is frightened.
He is frightened – He wishes he is a rock
Parents were worried – They looked for Sylvester
Sylvester was lost – Parents went to police
Parents found pebble – Mother wished for Duncan
Duncan found – Everybody happy
Social Studies Connection to Sylvester and Magic Pebble
A Map of Oatsdale
Talk about maps. Maps help people know how to get around. Begin by asking the class where Sylvester lived. He lived on Acorn Road in Oatsdale. Then reread to the class the part in the story that tells about Sylvester being less than a mile away from his home during the time that he was a rock. Have the class brainstorm parts of Oatsdale. MODEL Draw the places on the board. Then have the kids make own map or work with partners or small groups. They can pick. (Strawberry Hill; Acorn Road; the Duncan’s home; the place where Sylvester found the magic pebble; lion’s home).
8. As a final end of the day activity, I give each child a red spray painted pebble (little rocks from the beach) as a story bit. The kids love going home and telling their parents about the story. The idea of a story bit is that it is a ‘bit’ of a reminder about the story. “Hey, mom! I will remember to tell you about my story because I am holding something in my hand to remind me about the story.” Many teachers also type up a summary of the story to help the parent know if the story that the child is retelling or summarizing matches the ‘real’ one that occured in the classroom.
Filed under: Comprehension, comprehension strategies, Debra Renner Smith, partner reading, predictions, Summarization, Summarize | Tagged: Kylene Beers, predictions, Probable Passage, Retelling, summarizing, Sylvester and the Magic Pebble | Leave a Comment »
Readers make a prediction, read a selection, then adjust their predictions.
Students predict how to sort words and phrases under the story map headings.
Students write a prediction on a sticky note after completing the story map. What do you predict the story will be about? (Students write it on sticky note #2.) Students read then they write their prediction on sticky note #3. What do you predict the story will be about?
I wrote more about The Ticky Tacky Doll here: