Making Predictions: Reading Grade: 4 Common Core State Standard: Reading Standards For Literature Grade 4

Making Predictions: Reading
Grade: 4th
Common Core State Standard: Reading Standards for Literature Grade 4
CCSS.ELA-LITERACY.RL.4.1
Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RL.4.3
Describe in depth a character, setting, or event in a story or drama, drawing
on specific details in the text (e.g., a character's thoughts, words, or actions).
Objective: Student will develop and write predictions using the evidence
within their independent reading books.
Materials:
Wonder by R.J. Palacio
Anchor Chart
Prediction Chart
Prediction Worksheets
Post- Its
Procedure:
1. Lesson Introduction/Objective and purpose:
a. Readers, I want all of you to close their eyes quietly and think
about what activity you might play during recess today. (Allow
students to think for approximately 1 minute) You may open your
eyes now. When thinking about the activity you will play later,
you just made a prediction.
b. If you know what a prediction is please give me a thumbs up.
Allow 2-3 students to share their definition of a prediction. Using
the anchor chart on the board, explain the definition of a
prediction
i. A statement of what might happen in the future
ii. A prediction is a guess you make using text or picture clues
to help you, which is called evidence
c. Today we are going to use one of my favorite books written by
R.J. Palacio called Wonder to learn about how to make a
prediction. If you have read or heard about this book before,
please give me a thumbs-up.
2. Teach and model:
a. Readers, I am going to read you a passage from the book
Wonder. Wonder is a book about a boy named Auggie who was
born with a facial difference that prevented him from going to
school. While I am reading, I want you to silently think of a
prediction you can make, regarding what may happen once I
finish reading. Remember to use evidence from the book to
support your prediction.
b. Page 8-9:
i. The passage from the book I am going to read has a lot of
dialogue in it, so make sure you are paying close attention!
ii. Prediction example:
1. I predict that August is going to go to Beecher Prep
for school because his mom wants him to. I believe
his mom will convince him to try going to school. She
said Dont you think youre ready for school Auggie
and I just think you need to learn more than I can

teach you
iii. Use the prediction and evidence chart to fill in the
prediction I made. Demonstrate to the class how you can
use a chart to record your predictions.
3. Guided Practice:
a. Now that I have made my own prediction to demonstrate, I
would like to have you create your own prediction using a
passage from the book as well. I am going to read another
passage, once I finish reading I want you to silently think of a
prediction you can make. After you are finished, place your hands
on your shoulders.
b. Page 10:
i. Read the passage about his parents talking about him.
Have the students make a prediction about what they were
saying about Auggie.
c. Have students turn and talk to a partner to share their
predictions.
d. Allow 3-4 students to share the predictions that they have
developed. Add predictions on to the chart.
4. Independent Practice (Example 3: No Teacher Help):
a. Once students demonstrate confidence and understand how to
develop a prediction, allow students to return to their seats and
make predictions using their independent reading books.
Okay readers, when you return to your desks I would like you to
begin reading your independent reading books. While you are
reading, stop and make predictions about what could possibly
happen next. When you are developing a prediction, make sure you
are providing evidence to support it. You may use the chart I have
created for you, or write it on a post it note and stick it in your book.
If you still have any questions please stay on the rug, if not you may
return to your seats quietly. I will be walking around to see the
amazing predictions you write, I cannot wait to hear them!
5. Small Group and Individual Conferencing

a. First walk around the class to check and see if everyone is
beginning their reading and making predictions.
b. Pull a small group of 3-4 students (possibly using those who were
not paying too much attention) and work on developing
predictions while they are reading
i. Provide students with a paper copy of the chart.
ii. Allow student to read a few pages silently
iii. Once the students read, prompt them to make a prediction
about what could happen next in the story.
iv. Assist students while filling out the chart
v. Permit the students to share their predictions with the
group.
vi. Allow students to write another prediction and fill out the
chart independently before returning to their seats.
vii. Thank the students for coming to share their predictions
with the group
c. Pull a few individual students to review their post it notes and
predictions with them.
i. Have the student explain to you the prediction they have
created for their book.
ii. Review with the student their prediction and the evidence
that supports it.
6. Wrap Up
a. Before the students clean up from reading, allow the students to
share with their table:
i. What they have learned
ii. Why it is important to their everyday reading
7. Assessment
a. You will be able to determine that the lesson was a success if, the
students are able to correctly develop a prediction and provide
evidence supporting it. Students should be able to read their
independent reading books and develop predictions selfsufficiently.
b. The students will be informally assessed when participating in

turn and talk, small group and sharing their own definitions and
predictions.
Name ___________________________
__________
Number
What I predict will

happen:
Evidence (Text or
Picture clues):

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Making Predictions: Reading

and I just think you need to learn more than I can

5. Small Group and Individual Conferencing

b. The students will be informally assessed when participating in

What I predict will

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