Frankie Faidley

Standards:RL.K.IA.1Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension.RL.K.10Actively engage in group reading activities with purpose and understanding.

Objectives: After modeling how to make predictions/inferences kindergarten students will be able to make predictions over the story that is being read to them.

Lesson Purpose: The purpose of this lesson is to model how to make predictions to students. Good readers have several strategies that they use to make them good readers and being able to make predictions is a key component that helps the readers with comprehension and better retention of the text. Book Title: Once there was a bull frog by Rick Walton Illustrated by Greg Wally Grade: KindergartenSetting Students up for successA. Access Prior KnowledgeOkay class today we are going to be working on making predictions. Before we start reading I want you guys to think about a series of books that we have read a lot of. The book I am thinking involves a little monkey named George. What book am I thinking of? Students would raise their hands and I would call on them and some student would say Curious George books. Very well class I was thinking of the Curious George book. Now can anyone tell me what happens in the Curious George book? I would call on students until they said Curious George always gets in trouble, or if they didnt say that I would bring it up. Okay class yes by reading multiple Curious George books you have learned that Curious George seems to get himself into mischief and trouble in all of the books. If I was going to read another Curious George book what do you think would happen? A student would say Curious George would get himself into trouble or I would lead the conversation back to that. Thats correct boys and girls theres a good chance that Curious George would get himself into trouble again. What you all did was make a prediction on what Curious George would do based on the past Curious George books we have read. Today we are going to be reading, Once there was a bull frog. Share the cover with students. While reading this book I am going to show you guys how to make predictions so you all can become better readers. B. Preview Text Organization The main thing I would explain to my students is that in this book every sentence is written with ellipsis Boys and girls you may notice by looking at this cover that after the word bull there are three periods in a row. These periods in a row are called ellipsis. Ellipsis can mean many things but their purpose in this story is to create a slight pause. So when I read the title Once there was a bull I reach the ellipsis and pause and then read frog. While we are reading this story we will come across many ellipsis. Once we reach the ellipsis we will take a pause and then finish the sentence. When we reach these pauses I want you all to think about what comes next.

C. Preview Vocabulary: No vocabulary to preview. If while reading students seem confused over a word I read I will stop reading and define and discuss the new word.D. Set purpose of students Boys and girls when good readers read they will make predictions about what is going to happen next in the story. It is important to make predictions while reading because it activates your prior knowledge about the text you are reading and helps make connections between whats in the story and what you already know. Making predictions helps you understand the story better because it makes you engaged in the reading and connects you to the story by asking you to think about what comes next. Model and supported practiceA. Explain what you will model Watch and listen to me as I read this story I will be modeling how to make predictions. I want you to pay careful attention to the ellipsesthat I discussed and how I reach them I pause to predict what comes next by using the text and pictures to predict what comes next in the sentence and story. B. Model and link to how it helped you as a reader. 1. He looked behind a doghouse.He looked behind a dog okay class by reading the first part of this sentence I can use what I know about dogs to predict what comes after the I think house comes next. I can also look at the picture and see a dog standing in a dog house. Seeing the dog house reminds me that the word house usually follows the word dog. Lets see if Im right. Flips page. House. Looking at the pictures and using what I knew about dogs allowed me to predict how that sentence would end, lets try another sentence.2. He looked under a hedgehog.He looked under a hedge okay boys and girls after reading the first sentence I think about hedges as in the green bushes that grow around peoples fences or houses. If I look at the picture though I see the hedge in the picture has a tail. I also think about how after each the second word always goes with the first so now I am thinking about a hedge hog. A hedge hog is a little animal that is shaped like the hedge. Lets flip the page and see if Im right. Flips page. Hog. I was able to correctly predict the ending of the sentence by using the picture and knowing how the sentences in the story have all had words that have paired up together like dog house. 2. He landed hard in a patch of grasshoppers.He landed hard in a patch of grass okay class after reading that sentence Im not sure what comes next. So to be able to predict what comes next I am going to look at the picture of the grass. As Im looking at the picture I am noticing six little lines sticking out of the grass. They are spaced out in three pairs. I am now thinking that the next word could be hoppers and the little lines could be grass hoppers antennas. Lets flip the page and see what the frog landed in. Flips page. Hoppers. Again I was able to correctly predict what came next by using the pictures and using my prior knowledge about the text and how it is set up. C. (Optional) Incite students to practice what you modeled (teaching focus) while you retain control of reading. Prompt students as needed.Okay class now I am going to give you a try to practice making predictions. Teacher reads the sentence out loud to class. Maybe if someone threw me, Id go high enough to get my hop back. Ill do it. Said a cowOkay class what do you predict comes next and why. Talk in partners. Wait 2 minutes while partners talk. Does someone want to share what they predicted and why?Students says I think boy comes next because they said someone and a cowboy is someone. Teacher: Excellent anyone else?Student: I also think boy because if you look at the picture the cow is wearing cowboy boots. Seeing the boots makes me predict that the next word would be boyTeacher: Lets look and see. Turns page. Boy, who loved to throw things, and he picked up Bullfrog and tossed him high and far. Great job class using the pictures in the book and the sentence to predict what comes next. DiscussA. Discuss modeling (process of reading)Then swim, said a catfish from the stream nearby. Did anybody correctly predict that fish would follow the ellipses? Call on students to share their predictions. How did you make that prediction? Call on students who had the correct answer and see how they got it. I will then finish reading the book and ask the students to make a prediction while I am reading and be ready to share one. Okay class I would like you to talk to your partners and share a prediction that you came up with while I was reading. Give students time to talk and then call on them to share with the class. Who wants to share a prediction that they had? Student will share their predictions. How did you make that prediction? Call on student to share their thought process with the class.Excellent everyone is using the text and picture clues to help make their predictions.

B. Discuss contentOkay class so we learned that Bullfrog lost his hop and had to have people and animals help him find it. Have any of you every lost anything? If you asked your parents or friends for help to look for it can you predict what they would say and why? How are you making these predictions? Have the students talk in partners and then share their predictions and thoughts with the class.Bullfrog had help from a lot of people and animals who was your favorite helper and why? How did you use these helpers to help make your predictions for what happened next to Bullfrog? Have students talk in partners and then share their predictions and thoughts with the class. Assessment, extensions, or independent practiceA. Follow-up for students during independent reading or independent work time. Now that I have modeled how to make predictions and you guys have all had a chance to work on making predictions with your partners it is now time to work on making predictions by yourself. Everyone pick one of their reading level books that are approved by me and I want you all to read your book and at some point during the story stop reading and draw a picture and write some sentences to predict what happens next. Remember to use the text and pictures to help give you clues on what is going to happen next.Teacher will walk around and the room during the independent reading time and check with each student to see if they are correctly understating the process of making predictions. If not teacher will make note of where the student is and the next day during reading time may pull a small group of students together to another mini lesson on making predictions.