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How To Teach Students to Make Predictions While They Read — THE CLASSROOM NOOK

source : classroomnook.com

How To Teach Students to Make Predictions While They Read — THE CLASSROOM NOOK

Proficient readers make predictions naturally, without even knowing it. They predict what a book will be about based on the title, they predict why characters act a certain way, and they guess what will happen next when they get to the end of a chapter. 

It’s important that teachers help teach young students to use this same reading comprehension strategy as well.  Predicting helps keep the reader’s mind engaged and activated as he or she works through a text. When students actively predict while reading, they stay connected to the text and can reflect upon, refine, and revise their predictions.

Predicting requires the reader to do two things:  1) use clues the author provides in the text, and 2) use what he/she knows from personal experience or knowledge (schema).  When readers combine these two things, they can make relevant, logical predictions.

When students make predictions, we want them to be able to justify their thinking.  In their predictions, we want to hear students drawing from both the text and their own schema.  Asking students to justify their predictions, keeps them accountable for their thinking and helps them take their thinking deeper. 

Readers should make predictions before, during, and after reading.  There are several different kinds of predictions that a reader can make with a text.  Readers can:

predict what the book will be about (Reader use titles and cover illustrations, etc.)

predict the author’s purpose (Is the author trying to convince us of something? Does the author want to teach us something? etc.)

predict future events in the book (Reader bases these predictions on previous events or character words and actions)

predict why an author included a specific text feature (What does it teach us? What information does it help clarify?)

predict what they will learn from the text or section within a text (Reader uses titles, headings, and subheadings to inform predictions)

predict what would happen next at the end of the book if it were to continue

Predicting involves more than just trying to figure out what will happen next.  In fact, predicting requires students to draw on a variety of other secondary skills.  As students look for evidence for their predictions, they also ask themselves questions, reread the text, recall information given in the text, infer, and draw conclusions. 

Making predictions helps set the stage for students to monitor their own comprehension. Making predictions naturally encourages the reader to want to continue reading in order to find out if their predictions were correct or not. By making predictions and then reading on to see if those predictions were correct helps to let the students know if their thinking was on the right track.  Using the prediction strategy correctly, truly will result in comprehending the text more fully.

The concept of predicting will most likely not be new to students.  Activating this skill while reading, however, may require some practice.  Since students may not be stopping to make predictions as they read, explicit instruction to train students to do so is essential.  

You can introduce this reading comprehension strategy with a simple exercise.  Tell students that you are going to play a quick game that will require them to guess what you are going to do next in your school day.  

Explain that you are going to leave and re-enter the room, providing clues as to what you are going to do next.  Here are two example scenarios that you might use:

When you re-enter the room, grab a soccer ball (or other playground equipment), put on your coat, and grab your whistle. Have students predict what you are going to do next (go out for recess).

When you re-enter, go to your desk and pull out your current read-aloud book and have a seat where you normally share your read-aloud with the class. Have students predict what you are going to do next (read-aloud to the class).

In either case, have students share out the clues that they used to make their guesses.  Explain that when students made a guess as to what you were doing next, they were making predictions.  Tell students that readers make predictions all the time in the books that they are reading by using clues that the author gives them, and by using their own personal knowledge.  In the scenarios above, the students used the clues from your actions plus their knowledge from past experiences to make their guesses as to what you were going to do next.

Once students are in the mindset of making predictions, you can begin modeling through a read-aloud.  Picture books work well, even with older students, to help model this strategy from start to finish.

To prepare for modeling this strategy, choose a text that works great with making predictions. (see book suggestions at the end of this teacher guide).  Preview the text and plan for places that you will stop to model making predictions.  If desired, write your predictions on Post-it notes and place them on the pages where you plan to share your predictions.

Create an anchor chart, like shown below, to record your predictions together as a class.  (Note:  For younger students, you can simplify this chart by putting only writing “reflection” in the 3rd column) 

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Is Reading English Hard? How to Improve English Reading with… – Making time for your reading will let you focus well without risk of being interrupted. This time should be quiet, and you should avoid being distracted. Magazine Line is a good place to go to find digital or print magazines on just about any subject. They give you lower prices on magazine subscriptions, and…"While-reading" (during, through reading) exercises help students develop reading strategies, improve their control of the foreign language, and decode For example, scanning is an appropriate strategy to use with newspaper advertisements whereas predicting and following text cohesion are effective…While reading speculative literature that invites the reader to speculate certain scenarios that could be happening in the events of the text, the most important part of reader engagement is the use of connecting clues and background knowledge.

Pre Reading While Reading Post Reading Meaning – Reading is a language skill. What other language skills do you know? There are different types of reading, because there are different reading purposes. It is very important to understand why you have to read a text and to choose that reading strategy which is most appropriate to the task.Which is a step in making and checking predictions while reading – Br… archived 4 Sep 2020 21:56:45 UTC.1. Making Predictio ns While Reading 2. What is Prediction? Prediction: In order to make a prediction, readers 9. Reading Skills include: Scanning for Specific Informatio n Making prediction s while reading Revising prediction s while reading Identifying main ideas Sensing cause-effect…

Pre Reading While Reading Post Reading Meaning

Which is a step in making and checking predictions while reading? – The eight reading strategies are predictions, think aloud, making connections, questioning, visualization, determining importance, synthesizing, and inferencing. These strategies are very useful because it helps the reader to better understand what they read.Which is a step in making and checking predictions while reading? listing characters and their personality traits connecting clues to background knowledge interpreting symbols within figurative language O ω identifying setting and plot in the literature.Speed reading can seem like an almost superhuman feat – but is it really possible to read quickly and retain the information? But the good news is that there is a way of learning to read faster, and that is to practise. Again, we are not just limited by our vision.

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