Predicating / Making Predictions

Reading Skill & Strategy Predicating

3 – Reading Skill & Strategy Making Predictions PPT 3 – Reading Skill & Strategy Making Predictions

Student Independent Practice URL

Common Core State Standards

• 3.RL.1.: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

• 3.RL.3.: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

• 3.RL.5.: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

• 3.RL.10.: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.

• 3.RF.4.a.: Read with sufficient accuracy and fluency to support comprehension. Read on-level text with purpose and understanding.

• 3.RF.4.c.: Read with sufficient accuracy and fluency to support comprehension. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

• 3.SL.2.: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Common Core State Standards

Pre Listening Questions

• Have you ever really wanted to learn to do something? How did you do it? Was it easy or difficult?

Pre Listening Questions

• If it was difficult, how did you feel? Were you able to do it? Who or what helped you? Who or what didn't help you?

What do you suppose my questions & your answers have to do with this story?

Can you predict the connection?

Thank you, Mr. Falker

• http://www.storylineonline.net/thank-you-mr-falker/

What do you suppose my questions and your answers have to do with this story?

Can you predict the connection?

Watch Out For

• The pages in Thank You, Mr. Falker are not numbered. For the purposes of this lesson, the first few words from each page are used to indicate which page of the book is referred to.(The page that begins "The grandpa held the jar of honey...") A picture of the man and the girl begins the story. What is the meaning of the sentence "Yes, and so is knowledge, but knowledge is like the bee that made that sweet honey, you have to chase it through the pages of a book!"?

• (The page that begins "Trisha, the littlest girl in the family...") What do we know about Trisha so far?

• (The page that begins "The harder words got for the little girl...") Why do you think drawing is so important to Trisha?

• (The page that begins "Reading was just plain torture.") How do you think Trisha feels about the move?

• (The page that begins "Now Trisha wanted to go to school less and less.") Why do you think Trisha hates school so much?

• (The page that begins "Mr. Falker would stand behind Trisha...") Will Trisha ever learn to read? Preface this by saying, "I wonder if the kids will stop laughing at Trisha."

• (The page that begins "But the nicer Mr. Falker was...") Why does Trisha feel safe in that dark place?

• (The page that begins "But Mr. Falker caught her arm...") On the basis of "You're going to read—I promise you that," what do you predict will happen?

Kyle and Steve were walking home from a Boy Scout meeting when Kyle noticed something brown and small on the ground. He picked it up. It was a wallet. Steve grabbed it and opened it. Inside was $52. Steve and Kyle looked at each other, then looked at the money. Kyle thought about a new baseball bat. Steve thought about

fixing his broken bike. They stood for a while thinking.