1. Today we are going to use art to practice
Welcome!
Today we are going to use art to practice
making predictions.
Are you ready?
This lesson is designed to help students make logical predictions by combining what they know and what they read. It follows the gradual release of responsibility model, with you first modeling how to predict and them eventually predicting independently.
Students first predict from a series of images and then predict from a series of text excerpts from picture books. Having copies of the books is not necessary to teach the lesson, but it does offer a nice opportunity to extend the lesson and engage students.
Throughout the lesson, read the text in the speech bubbles to students or let students read it aloud with you.
A Prediction Lesson

2. information from the text and what they already know
When readers use
information from the text
and what they already know
to figure out what may
happen next, it is called
predicting.
Explain to students that when they make predictions while reading, they have two places to find clues—in their heads and in the text they are reading. Readers think about what they already know and connect that to information in the text they are reading. This helps them make predictions that make sense.

3. predictions by looking at some art. We are going to “read”
Raise your hand if
you like to look at art!
Let’s practice making
predictions by looking at some
art. We are going to “read”
pictures and think about
what we know.
Use this slide to engage students and generate enthusiasm for the lesson.

4. prediction, I’m going to
To make a good
prediction, I’m going to
“read” this picture
and think about what
I already know about
what’s happening
in it.
Explain to students that when preparing to make a prediction while reading, it is important to think about what they already know about what’s going on in the text. They can do that by asking the simple question, “What is happening in this text?” and thinking about the answer.
Think aloud for students as you “read” the picture. You might say something like, “This man is walking and carrying some things. I know from the title of the painting that he is a painter. I see he is carrying a canvas, which is what artists paint on. I think he has some paints, too. I know that artists often work outside to paint beautiful places. So, I predict that this artist is going to find a beautiful place, set up his supplies, and paint a picture of that place.”
Let students discuss how you made your prediction. Guide them in noticing how you used information from the “text” and from your background knowledge.
Give students time to look closely at the image and enjoy it. Let them know that it is presumed destroyed by fire during World War II, so it is a less familiar work by Vincent van Gogh.
Painter on the Road to Tarascon by Vincent van Gogh

5. Look closely at this picture.
Turn and Talk
Now, let’s make a
prediction together.
Look closely at this picture.
What is going on?
What will happen next?
How do you know?
Invite students to help you make a prediction based on this “text.” Encourage them to “read” the picture by thinking about what is happening in it. As they share insights, help them see the ways they use information from the picture and information from their experiences.
Students may say something like, “We know this man is a juggler because he’s juggling and the title of the piece is The Sad Juggler. He looks sad and tired. We know that juggling is tricky, because none of us can do it even though we’ve tried. We also know that when we are sad or tired, it’s even harder to do tricky things.”
Guide students in formulating a logical prediction. Remind them that the best predictions are based on a lot of evidence, or clues, in the text. So they have to look for clues. They may say something like, “We predict that the juggler is going to drop the balls.”
If students make predictions that are illogical, remind them that predictions must be based on what they see in the picture to make sense. For example, “He is going to go swimming” is not a logical prediction, because there is no evidence in the image that he is going to go swimming, nor is swimming commonly associated with juggling.
The Sad Juggler by Lauren Gallegos

6. What is happening in this picture? What do you predict will
happen next? How
do you know?
Tell students that they are going to work with a partner to try making a prediction by “reading” this image. Encourage them to discuss what is happening in the painting and what they already know about information in the painting, and then make a prediction that makes sense. Remind them that strong predictions contain a lot of evidence.
Pair up students. As you circulate, make anecdotal notes and support their discussions.
When they’re finished, let partners share their predictions with the whole group. They may say something like, “The man has been fishing at sea. We know he has been fishing because there are fish in his boat. We know he is in the ocean because of the waves. A storm is coming. We know this because we can see it in the distance. The man seems nervous and is rowing hard. We think he is trying to get to land before the storm hits. We think that he is going to make it in time, because the storm looks like it is far off.”
Let the rest of the class evaluate whether predictions are strong and contain evidence. Accept all reasonable predictions, but urge students to think about what makes one prediction stronger than another.
Fog Warning by Winslow Homer, Museum of Fine Arts, Boston

7. Now that we’ve practiced predicting with art,
let’s try it with stories.
In the next part of the lesson, students apply the prediction process they have been practicing with artwork to excerpts from books.

8. Sarah was walking through the jungle, singing happily, when a big lion pounced from behind a bush. “What are you doing in my jungle?” he roared.
“P-please, Mr. Lion,” whispered Sarah. “I was only going for a walk.” (p. 2)
Tell students that you are going to make a prediction based on an excerpt from the book, Lion’s Lunch? Read aloud the title of the book and the names of the author and the illustrator. Then read aloud the text excerpt and think aloud about your prediction, using information from the text and from your experience. You might say something like, “Well, I know that Sarah is scared because she says, ‘P-please,’ which suggests she was so frightened she could hardly talk. Plus, lions are big and dangerous, and she seems to be alone. Because the name of the book is Lion’s Lunch? It makes me wonder if he is going to eat her. But because the title ends with a question mark, and because I know in most stories for young children the main character is not eaten by a lion, I think the lion is going to have something else for lunch. I predict that the lion will not eat Sarah, but that Sarah will help the lion get something else to eat.”
If you have a copy of the book, invite students to read it to find out if your prediction is accurate. Note: The lion does not eat Sarah because she uses her artistic skills to outwit him.
It’s my turn to predict!

9. Later she gave me a paper with my name on it.
My first day at school I sat quietly at my desk while the teacher talked about CAT. She wrote CAT on the chalkboard. She read a story about CAT. I did not know what her words mean, but I knew what the pictures said. She sang a song about CAT. It was a pretty song, and I tried to sing the words, too. (p.8)
Later she gave me a paper with my name on it.
“Name. Yoon, And she pointed to the empty lines underneath.”
I did not want to write YOON. I wrote CAT instead. I wrote CAT on every line. (p. 2)
Ask students to name of the book, author, and illustrator. Read aloud the excerpt and ask students to contribute predictions. They may base their predications on information from their experience or from the text; help them sort out which is which. If they offer illogical predictions, remind them that strong predictions have evidence behind them.
Help students articulate a strong prediction along these lines: “Yoon is going to get in trouble because she did not do what the teacher asked her to do. We predict that she will have to redo her work during recess, because that’s what we have to do when we don’t do our homework.” Or “The teacher is going to forgive Yoon because she will think Yoon didn’t understand the assignment because she doesn’t speak English.”
If you have a copy of the book, invite students to read it to find out if their prediction is accurate. Note: The teacher looks at Yoon, shakes her head, frowns and makes a sarcastic comment in front of another student.
Now, let’s try it together.
What do you think will happen next?
How do you know?

10. Work with a friend to make a
Something magical began to happen among the villagers. As each person opened their heart to give, the next person gave even more. And as this happened, the soup grew richer and smelled more delicious. (p. 22)
Read the title of the book and ask students to name the author/illustrator. Read aloud the excerpt as students follow along.
Then have students work in pairs to develop a prediction. Encourage them to discuss what is happening in the text to determine what will happen next. Most students are likely to predict that the villagers will eat the soup. Because the text says, “As each person opened their heart…,” some students may infer that the villagers are unfriendly and eating the soup will bring them together. Accept all reasonable predictions, but urge students to think about what makes one prediction stronger than another.
If you have a copy of the book, invite students to read it to find out if their predictions are accurate. Note: In this traditional tale, the unfriendly villagers come together to eat soup.
Now, it’s your turn.
Work with a friend to make a
prediction.

11. What will happen next in this
What would happen if an alligator had a fight with a python? Wow—these are two deadly reptiles. Who is the toughest? Who do you think would win? (p. 3)
Tell students that all of the predictions they have been making have been based on fiction, or made-up stories. Readers also predict when they read nonfiction.
Read aloud the title, author, and illustrator of the book. Then read aloud the excerpt and ask students to turn and talk about what they think might happen next based on the details from the excerpt and their own experience. Students are likely to use their background knowledge a lot. Help them separate reasonable predictions from unreasonable ones, as necessary. Encourage them to explain why they make particular predictions.
If you have a copy of the book, invite students to read it to find out if their predictions are accurate. Note: The python wins!
What will happen next in this
nonfiction text?

12. you are reading independently. What predictions can you make about it?
Take out a book
you are reading independently.
What predictions can you
make about it?
Instruct students to take out the books they are reading independently. Remind them that readers use details from the text and their background knowledge to predict what will happen.
As they read, ask students to notice and, perhaps, jot down on a sticky note at least one prediction. You might also ask them to notice when they make their predictions. At the beginning of reading, in the middle of reading, or closer to the end?

13. What predictions did you make? What information from the book
Talk to a friend.
What predictions did you make?
What information from the book
gave you clues?
Let students share their predictions in pairs as you circulate and make anecdotal notes about what you observe. When they’re finished, invite some students to share their predictions with the whole class. You might also ask them to notice when they made their predictions. At the beginning of reading, in the middle of reading, or closer to the end?

14. THANK YOU
FOR READING
TOGETHER!

15. Kindergarten Common Core Aligments First-Grade Common Core Alignments Second-Grade Common Core Alignments
For you,
teacher!
CCSS alignments for this lesson