301 Poster Lesson Day 2

Teacher Candidate: Erin Crawford Date: April 2, 2019

Cooperating Teacher: Lisa Gross Coop. Initials:
Group Size: 12 and 15 students Allotted Time: 30 minutes Grade Level: Kindergarten
Subject or Topic: Day Two: Making Predictions Section: 931

STANDARD: (PA Common Core):

 CC.1.2.K.L - Actively engage in group reading activities with purpose and understanding.
 CC.1.2.K.B - With prompting and support, answer questions about key details in a text.
 CC.1.2.K.J - Use words and phrases acquired through conversations, reading, and being read to,
and responding to texts.

I. Performance Objectives (Learning Outcomes)

● Students will be able to use clues and what they already know to make prediction about what will
happen next in a story.

II. Instructional Materials

 Comprehension Anchor Poster #2
 Balloon Ride by Theresa Bryson
 Anchor chart
 White board
 White board markers

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, new content)
Prerequisite Skills
● Basic understanding of an image
● Basic understanding of a story line
● Comprehension skills

Key Vocabulary
● Prediction- a guess about what is to come

Big Idea
● We are able to make predictions in our reading to help us understand.

New Content
 Predictions
o What it is
o How to make them
o How to understand them

IV. Implementation
A. Introduction –
 ● Remind the students that, “Yesterday we started to learn about a new skill we can use in our
reading to help us learn what will happen next, do you remember what it is called?”
○ Have students turn and talk
● “Yes, predictions!”
● Talk about the picture of the boy yesterday and that we made predictions about what would
happen next to him. Say that we used clues along with what we already knew about the topic to
figure out what the author was telling us.
● Review the anchor chart.
● Today we are going to learn how to make predictions in text, or in our reading as well!”

B. Development –
I Do
 Introduce the poster #2 to the students and read the story (with the annotations hidden).
 Tell the students that you are going to be making predictions like we did yesterday with our new
text.
 Read paragraph one (Rabbit….lake.)
 Think aloud about the paragraph.
o Something similar to: “In this paragraph it talks about Rabbit riding in a balloon. I only
know about the balloons you see at parties though, but I know this is not the type of
balloon that is in our story. The author does not tell us the type of balloon Rabbit is in but
the picture shows us. So, I can use what I already know, that a balloon floats, with the
clues from our story, Rabbit riding in a balloon, to make a prediction about what Rabbit
is riding in.”
 We can make predictions from our stories using what we already know and clues, like we have in
our anchor chart.

We Do
 Tell the students that you want them to help you now.
 Ask students what rabbit is doing from her balloon? Turn and talk.
o Answer: Looking at different things
 Read paragraph two (The…too.)
 Think aloud about what Rabbit is saying tell the students that you are going to make a prediction
from this.
o Something similar to: “In our story it says that the trees and lakes are getting closer. I
already know that trees and lakes can move, so I can make a prediction, maybe rabbit is
moving.
 Ask the students if trees and lakes can move closer to us?
o Allow students to think and answer.
 If they cannot move closer to us, I want you to make a prediction about what is happening. Turn
and talk.
o Share their ideas and write down on the white board one prediction.
o Have students turn and talk about their predictions.
 My prediction is________

 Read paragraph 3 (Oh…splash)

 Ask the students to think about what Rabbit is saying and ask them what they can predict from
this. Turn and talk.
 o Share their ideas and how they came up with it. Write down on the white board one
prediction.

 Then take out the Balloon Ride story. Read the story and point out the similarities to our poster.
Explain that as readers it is important to check our predictions and keep reading, to see if we are
right. In addition, that it is okay to change a prediction part way through the story.
 On page 14 of the book, ask the students to make another prediction about what will happen to
the rabbit now!
o Allow students to turn and talk about their predictions and then have some students share
their ideas aloud.
o Also, remove the cover over the pictures on the poster.
 Then reveal page 16 of the book to give them resolution. Explain to them that this provides us
with an answer to our prediction. Did they come true or not?
 Go back through the predictions made throughout the entire process and check each one to see if
it came true. If true, put a check mark next to it, if not put an X. Explain that it is okay to make
predictions that do not come true and that it is okay to change a prediction throughout reading.

You Do
● Tell the students that you want them to now trying making predictions in their small groups!
● Remember to use clues and what you already know to make predictions in a story.
● Dismiss students to daily five and small groups.

C. Closure –
● When small groups are complete, come back together.
● Ask the students, “How have you been, or will you be, able to use what we have practiced today
in your reading?” Discuss.
● Tell students that we will be working with predictions even more tomorrow!
● Remind them that we can be making predictions in anything we read. In our reading groups,
library books, book box books, and any other books they read. Predictions help us get more
involved in our stories, which makes reading more exciting!

D. Accommodations / Differentiation -
● Struggling students and ELLs will be provided with the sentence prompts to assist in making
predictions.

E. Assessment/Evaluation plan
1. Formative
● Teacher will observe students talking and sharing their predictions, and mark on a
checklist if they participated in the activity.
2. Summative

V. Reflective Response
A. Report of Students’ Performance in Terms of States Objectives
Student Objective - Students will be able to use clues and what they already know to make
prediction about what will happen next in a story.

Today was day two of our making predictions, shared reading unit. The goal of today was to
again get the students involved in making predictions. The students were able to recall what a prediction
was from the day before and the question we ask ourselves when making predictions, what will happen
next? Today we added in a story along with our poster. The students did well making predictions within
our poster using both picture clues, word clues and what they already know. The students used the
sentence prompt to help them remember what they are doing, making predictions. The sentence prompt is,
my prediction is ________. They appear to be doing super well with making appropriate predictions for
the reading we are doing. Below is the evaluation of their day two performance:

AM- 9 out of 9 participated in making appropriate predictions

PM- 14 out of 14 participated in making appropriate predictions

B. Personal Reflection
1. How clear was I in my modeling? Was it engaging?
I believe I was clear in my modeling. After presenting the lesson to the morning group, my
cooperating teacher said that it went extremely well and she was very impressed with my lesson as well as
the presentation. The students were constantly in conversations during turn and talks about making
different predictions and seemed to be anxious about seeing what the conclusion of our story and poster
were. Seeing them get excited about the poster and story ending was great to see because it showed me
that they were paying attention to what was truly happening in our reading for the day.

2. Was I able to pace my lesson to fit the allotted time?

I was able to fit my lesson into the allotted time. My maximum time was 30 minutes and I was
either at or below 30 minutes with each class.

3. How could this lesson be improved?

A way I could have improved this lesson would have been to prepare more on how to react to
student’s predictions, specifically those that are not appropriate to the story. One student gave a prediction
that was not correlated to what we had read and I was not as prepared as I should have been to respond to
this prediction. Possibly having sample responses to poor predictions or in a way redirecting them to the
story may help with these situations.

VI. Resources
Bryson, T. (2010). Balloon ride. New Rochelle, NY: Benchmark Education Company.
Teacher's resource system: Benchmark literacy (Common Core ed., Vol. 2, Grade K). (2014). New
Rochelle, NY: Benchmark Education Company.
Anchor Chart

Checklist
AM
Student Day 1 Day 2 Day 3 Day 4 Day 6 Additional Notes For Day 6 Writing
Name (BB)
Caleb X X X 2 2 Find new home because theirs is broken
Claire X X X 2 2 Animals will get lost in the woods
Griffin X X X 2 2 The bear will eat the animals
Nora X Absent X 2 2 The animals will be safe in the barn
Parker S X X X 2 1 The army will come and defeat the bear.
(Good prediction but not tied into our story)
Phillip X X X 2 1 Bear is chasing the animals away (good
prediction but not far from what we already
read in our story)
Piper X X X 2 2 Animals will go get water because of being
tired of running
Gracie X Absent X 2 1 Unclear, wrote it will rain and then the
animals made it back to the barn.
Carson X X X 2 0 Restated what already happened in the story
Parker K X X X 2 2 Find new home because theirs is broken
Blake Left Absent X 2 2 Find new home because theirs is broken
Sick
Corrinne X X X 2 2 The bear will catch the animals

 0- No prediction
 1- Inappropriate prediction- does not correlate with the reading
 2- Appropriate prediction- correlates with the reading
PM
Student Day 1 Day 2 Day 3 Day 4 Day 6 Additional Notes For Day 6 Writing
Name (BB)
Bella X X X 2 2 The bear will eat them
Francesco Absent X X 2 2 The bear is going to get trapped in a box
Phillip X X X 2 Absent
Jaxon X X X 2 2 The bear will get the chicken
Shayla X X X 2 2 The bear kills the animals
Kaedyn Absent X Absent Absent 1 Using information from the story but kind
of elaborated on what was happening at the
end (bear is trying to scare them).
Samantha X X Left 2 0 Wrote a summary about the beginning to
Early the book
Vincent X X X 2 0 “My prediction is I have a maze.” Not an
actual prediction and has no correlation
with our story.
Lucas Pulled X X Absent 1 Illegible writing and student could not recall
Out what he wrote, so he was asked to share
orally and that is what was recorded as the
underwriting. (Something scary will happen
to the pig). Prediction is not focused on the
entire story.
Leah X X X 2 1 The bear will run away. Not quite correlated
with the story but is a good prediction.
Paige X X X 2 1 More so stated a fact than making a
prediction (animals are running away
because the bear will scratch them).
Quinn X X X 2 2 The bear is going to get trapped
Margaret X X X 2 1 Animals are going to hide under a tent
(referring to the circus truck but not that the
story takes place on a farm).
Jackson X X X 2 2 The animals will hide in the barn
Thomas X Pulled X 2 2 The bear is going to be nice
out

Days 1 through 3: X- If student participated in class discussion about predictions

Day 4 and 6: Follow the rating guide below:
o 0- No prediction
o 1- Inappropriate prediction- does not correlate with the reading
o 2- Appropriate prediction- correlates with the reading
**BB identifies Who’s in the Shed big book days.**
Artifacts from the Lesson