Phase+4

Lesson Title: Making Predictions Grade: 5 Content Area: Reading Lesson Length (Total Time): 30 minutes/day for 5 days

Unit Summary:

Day 1: Read aloud a picture book (digital story), stop throughout the story and ask students to "guess" what they think is going to happen next in the story. Use informational powerpoint to introduce predictions and model how to make them. Making Predictions worksheet will be completed for homework after Day 1.


 * We would add a slide to the powerpoint that defines predictions and how to make them:
 * [[file:Prediction PowerPoint.ppt]]

Day 2: Students will be broken up into groups of 4 students. Together they will come up with a script for a short story that they will act out. They will be instructed to leave a "cliff-hanger" so that students can make a prediciton based on what they know from the story and from their own background knowledge. Students will act out and record their skits using Flip Video Cameras. Students can edit the skits using the Flip Software. Students will see all videos created by their classmates and record their predicitons based on what they saw.

Day 3/4: Students have been introduced to the topic of prediction and had the opportunity to practice using the strategy as a class. Today students are going to practice using the strategy through literacy centers. Students will travel in groups through three literacy centers. The following literacy centers will be available for students to spend 15 minutes at each center.

__Independent Reading Center__: Students will be given the chance to choose one picture book from a variety of picture books to read and practice the prediction strategy. Students will independently read their picture book, and stop at the sticky notes (placed in the text by their teacher before the lesson) to make a prediction of what is going to happen next. Students are to make their predictions and fill out the worksheet "Record Your Prediction" to show the predictions they made and why they made those predictions.
 * The teacher can choose any picture books to put in the center, and put the four sticky notes where they feel it is appropriate for their students to make a prediction, or where they would like to see their students form a prediction.
 * "Record Your Prediction" worksheet is attached

__Listening Center__: Students will choose a book on an MP3 player to listen to. When students are listening to their book, they have the task to stop four times and make predictions. Students are given the chance to choose those four time throughout the story to stop and make their predictions. Students are to use the worksheet "Record Your Prediction" to show the predictions they made and why they made those predictions. http://digitalbooks.eapl.org/1C89DE31-8816-494D-A4CO-254B56652CE4/10/266/en/default.htm
 * The following website is where teachers can find audio books to download on MP3 players:
 * "Record Your Prediction" worksheet is attached

__Gudied Reading Center__: Students are put into reading groups based on their reading ability. Each group will read a short story with the teacher. The teacher will check for understanding of the prediction strategy by small group discussion and questioning.
 * The following website is where you can find leveled small group texts that are also organized by reading strategies: http://www.readinga-z.com/guided/index.html
 * Teachers can choose to print out the texts to have hard copy books, or have students read the books on student laptops through interactive books.

Day 4/5: During the second half of Day 4, students willl be introduced to the Vocabulary Predictions Webquest. Students will begin working on the webquest on Day 4 and continue to work on it through Day 5.

[]

Additional link to send home in a newsletter: [|Parent Link]

__**Final Thought: How can we prepare students adequately to use the technology?**__

Students in the intermediate grades are very excited about technology and typically have a great desire to use those resources whenever possible. Teachers need to model appropriate ways in which to use the equipment or software before students can gain independence. It should never be assumed that the students will know what to do, especially at stations or centers. It is worth it to take time before beginning the activity to talk about not only the content of the lesson/unit, but also the process and product, which in this case both include technology components. It may also be helpful to include a "tech expert" in each student group so that he or she may help peers when needed.