The Prediction Strategy: Lesson 4 Check for Clues - The “L” Step Objectives 1.To forecast the Prediction Strategy and integrate strategies previously learned while reading. 2. To provide a model for the “L” Step 3. To practice the “L” Step with a variety of materials 4. To continue learning vocabulary

Assignments 1.Vocabulary Set 2 – words 1 through 5 a. Steno pad check December 6 – all five words should have the 7-Step Process completed and the study steps completed. b. Test Monday December the 10th 2.Book Study – Due 12/17/ If 80% of the class scores 80% or higher, we will have a celebration to be voted on by the class and approved by Mrs. Dixon and Mr. Kirkland and Dr. Williams.

Agenda 5 Minutes: Warmup 20 Minutes: Thinking Reading: The Bully – December 4: Chapter 4; December 6: Chapter 5 25 Minutes: Learn the “L” Step 15 Minutes: Vocabulary – Set 2 – First 5 Words 15 Minutes: Book Study, December 4:Review and December 6:Progress Check 5 Minutes: Wrap-Up/Exit Ticket

Warm-up: 5 Minutes Read the passages below and write a definition for the bold italicized word. 1.“Darrell,” his mother scolded, “that’s not enough to keep a bird alive. How you gonna grow taller and heavier if you eat like that?” 2.Even though the sky was dreary and rain seemed to be lurking in the swollen clouds, Darrell chose to walk to school.

Thinking Reading: The Bully – Chapter 4, page 38 – 50; 20 Minutes

Learn the “L” Step Over the past few days, you have been practicing the first step of the Prediction Strategy, Check for Clues. Today we will continue learning the Prediction Strategy by adding the second step, Link to Prior Knowledge. Do you have any questions?

Get out your copy of this outline and fill it in during instruction. The second step of the prediction strategy is Link to Prior Knowledge. Please write this on your outline as I write it on the outline on the board. This means that you need to link or connect the clues you found in the “C” Step to what you already know about those things. To do this, you ask yourself two questions. The first question is :What do the clues suggest about the topic of the passage?” Write this question on you outline under the “L”. The second question is “What do I already know about this topic?” Write this question on your outline on the second line under the “L”.

I will now explain the two questions. Look at the novel, The Bully. I can use the “C” Step to identify clues that will help me make predictions. Looking at the cover, I will use the “C” Step to look for clues from the title, the author, and visual clues. I see the title of the book is The Bully; therefore, I can predict that the novel will have something to do with a bully. I can use the “C” Step to find clues from the author’s name. The author Paul Langan. I know that Paul Langan write for the Bluford Series and that these novels are about the lives of kids facing challenges in life. Therefore, I can predict that this book will be about a young person being bullied. I can use the “C” Step to find visual clues. When I look at the cover, I see a you man whose books are scattered at his feet and he is picking them up as he looks up at someone. I can see from the shadow behind him that the someone he is looking up at is very big: bigger than he is. Therefore, I can predict that this person is being bullied by someone larger than him. I can use the “C” Step to look for reading clues. I see words in italics about a boy named Darrell thinking he is going to be killed by a person named Tyray. These italicized words also tell me that Darrell has been in California for only three days and he already thinks that he is going to die on the street. Therefore, I can predict that a boy named Darrell has just moved to California and is being bullied by a boy named Tyray. If I read the words in white on the back cover, I see that these words tell me about Darrell and his mother moving from Philadelphia to California and that Darrell has to decide whether to keep running from the bully or to find some way to fight back.

Now that we have identified some important clues, we need to apply the “L” Step of the Predicition Strategy. To do that, we beging by asking ourselves “What do these clues suggest about the topic of the passage?” In other words, given the clues we have found, what do we think the passage is going to be about? Well in this case, I think the clues are telling me that a boy named Darrell has just moved from Philadelphia to California with his mother and that he is being bullied by a boy named Tyray. I also think the clues are telling me that Darrell has been giving in to the bullying and will have to decide whether to continue to give in to the bullying or fight back in some way.”

Next, we need to answer the question, “What do I already know about this topic?” Have I read anything about it before? If so, what was it? Have I already studied it before or seen something on television about it? If so, what do I remember about it? In this case, I know that I was bullied by a student in the sixth grade and one day decided to fight back. I remember feeling depressed, angry, and scared while being bullied. I remember feeling scared that I would get hurt or in trouble if I fought back. I remember one day just feeling like I could not stand to be bullied another day and how scared I was when I fought back. I also remember how good it felt when I was able to fight back and stop the bullying. I also remember teaching students about bullying and how bullying destroys lives and what to do if they are being bullied. I have also see TV shows about people being bullied and know how much a person’s life can be hurt if they do not tell someone and ask for help in ending the bullying.

As you can see, this is a self-questioning step. You ask yourself these questions to cue yourself to think about and review what you know about the subject. When you are first learning the strategy, you might need a little more time to read like this. Don’t worry, though; you will get faster. More than anything else, your memory and understanding will improve.

Look at the two questions on the TPS Score Sheet for the “L” Step. Place an “X” on the score sheet in front of each question if you see me do what it says. While I model this step, I expect you to listen closely to what I do and mark the score sheet with an “X” if I state the two questions and talk about things to answer each question.

Before I can apply the “L” Step, I must first apply the “C” Step, Check for Clues. I did that in our last session. What were the clues that I identified during our last lesson? Once you have found several clues, what’s the next step of the Prediction Strategy? What do the clues suggest about the topic of the passage? What’s the first question in the “L” Step that you ask yourself? Based on the clues you’ve found, what do you think this passage is going to be about? What’s the second question in the “L” Step that you ask yourself? What do I already know about this topic? What are some things that you know about this topic?

What does each item on the sheet mean? You will now practice the “L” Step with a partner. You will use the same pairs as you did for the “C” Step. Groups: These groups are non-negotiable. Group 1: Keywonie and Karon Group 2: Demarion and Taishon Group 3: Zanassia and Darius Group 4: Zazjah and Shadon Group 5: Josh and Yatziri Group 6: Gregory H. and Gregory C. You will need several copies of the TPS Score Sheet for the “L” Step. You will use passage 1B from the Prediction Strategy Student Book.

Now it’s time to practice this step with your partner. You and your partner will take turns being both the reader and the coach. As the reader, your job is to use the “L” Step just like I did in my model. That means you should think aloud as you ask yourself each question. You may use your outline of the Link to Prior Knowledge step if you wish. Your goal is to practice the “L” Step to proficency. That means you must earn a score of 100 percent on your score sheet. In order to perform the “L” Step, you will also have to apply the “C” Step. However, your partner will only check your usage of the “L” Step for this practice. If you need to use your outline of the “C” Step to remember what to do, though, please do. As the coach, your job is to listen carefully to the reader and place an “X” in front of each item on the “L” Step score sheet that you hear the reader mention. Once the reader has finished using the “L” Step, count the total number of X’s and figure out the corresponding percentage. Be sure to write that percentage, plus the reader’s name, your name, the date, and the passage number on the score sheet. Then give the score sheet to the reader and provide feedback about what he or she did well and what needs to be worked on. Readers, once you get this score sheet from your p;artner, write a goal for your continued use of the strategy and record your score on your Practice Record Form. If you need help doing this, raise your hand, and I’ll hel you. Finally, switch places as reader and coach, and repeat this whole process with the same passage. If you need additional practice to do this, use one of the other passages at the same level in your student book. Are there any questions about how to conduct a partner practice?

Monitor students as they practice. Answer any questions. Help students record on the TPS Practice Record Form. This is a visual of their progress. Record all scores on the Progress Monitoring for Individual Steps. Individual Practice With Each Student Record on Progress Monitoring for Individual Steps. Circle the passage you scored. New passgae until 100% accuracy. 100% accuracy, new passage until 2 levels higher.

Work on Vocabulary Sets Work on Book Study