Morgan Sears

Wilson Elementary School

September 11, 2015
Reading Block 9:35-10:45 a.m.
Title/Type of Lesson: Teaching Predicting With Wonder
Context of Lesson: In fifth grade, being able to comprehend reading is very
important. This lesson is appropriate for the students at this time because
they are currently working on building their comprehension strategies. Last
week, they learned how to visualize as they are reading. Next week, they will
learn how to summarize their reading. Predicting reading falls nicely along
with those, which is why it is being taught at this time. This particular lesson
falls on the last day of the week on predicting, which is appropriate because
it really allows students to apply their knowledge of how to make predictions
and how to confirm or revise them, which are skills that they will have
worked on building in the earlier part of the week.
Learning Objectives:
Understand
Students will
Understand the
concepts behind
making
predictions and
either confirming
or revising
predictions.

Know
Students will
Know how to use
information from
the text to make
and confirm or
revise their
predictions.

Do
Students will
Preview select
words from the
text to make
independent,
reasonable
predictions about
what the next
chapters will be
called and what
they will be about.
Revise or confirm
their predictions
after we read the
chapters as a
class.

Assessing Learning:
As the assessment for this assignment, I will collect their Story Words
worksheet to see how reasonable their predictions were and whether or not
they could accurately revise or confirm their predictions. This will be a good
indicator of their understanding. It will be an informal assessment.

Related SOLs:
This lesson addresses VA Reading SOL 5.5: The student will read and
demonstrate comprehension of fictional texts, narrative fiction, and poetry
k) Make, confirm, or revise predictions.
Materials Needed:
The book, Wonder, by R.J. Palacio
Story Words worksheet
Mystery box
Procedures:
Hook: The students will notice a brown package sitting in the middle of
the room when they first come in in the morning, addressed to Mrs.
Howertons class, with the word fragile written all over it. Once we
get to reading time at 9:35 a.m., they will have the opportunity to
predict what is in the box (based on the outside and how it sounds
when they shake it) and write it on a Post-It.
During: I will give the students the Wonder Story Words worksheet.
Based off of the words on the worksheet, they will predict what the
chapters title is and what they think the chapter is about. We will read
the chapter (students have already been receiving Wonder as a read
aloud). Students will have a chance to confirm or revise their
predictions on the story words worksheet. We will repeat this process
for a second chapter since the chapters in the book are very short (2-3
pages). We will then talk about how using clues from the text can be a
good indicator of what is going to happen next.
Students will break apart for Daily 5. I will be going around the room
while they read to self to see what kind of predictions they are making
in their own reading.
At the very end of class, we will briefly come together to open the
mystery box that has been sitting in the room. We will talk about how
their prediction of what was in the box differed or were similar to what
was actually in the box. We will close by talking about how our
predictions may always be reasonable, but they might not always be
accurate.
Differentiation:
The Story Words worksheet is meant to be an independent assignment. Since
this lesson will be taught on the last day of the prediction-themed week, it is
somewhat their test on whether or not they can fly solo on making,
confirming, and revising predictions. However, for those students that need
extra help, I will go around and provide individual cues from what we have
learned and the storys context to help them arrive at a reasonable
prediction. For the students that are a little more advanced, I will challenge
them by having them predict what will happen at the very end of the book.

What Could Go Wrong:

It is possible that the students will make unreasonable predictions or
misunderstand how to make predictions from the words. Although I plan on
giving explicit directions on this at the beginning of the minilesson, I will go
more in depth should this problem occur to reiterate them. It is also possible
that the students will confuse a prediction with an inference. Should this
happen, we will spend time reviewing the differences between the two (this
will be done earlier in the week as well).
Wonder Story Words
Using the words below, predict what you think the chapter we are about to
read in Wonder is called and what it is about! After we read the chapter, you
can revise or confirm your predictions. Use these story words for the first
chapter we read.
Bandages
Scale
Babysitters
Million
Sidewalk

Before Reading the Chapter

After Reading the Chapter

I predict that this chapters title is

This chapters title actually is

I predict that this chapter is about

This chapter is actually about

Use these story words for the second chapter we read.

Braid
Snottily
Dachshund
Huffy
Tears

Before Reading the Chapter

After Reading the Chapter

I predict that this chapters title is

This chapters title actually is

I predict that this chapter is about

This chapter is actually about