Making Predictions Based on Information on the Reading Section

Making predictions is a strategy in reading comprehension, involving the use of information from a reading selection to determine upcoming events.

How do you make predictions: 

• Reading out Loud: This is done when you read a text to the class and talk about your thought process in order to show students how to make predictions. For example, a student might think The Three Little Pigs is going to be about three pigs on a farm because of the title. There aren't any detailed clues as to its context. But you can guide the students to examine the picture on the cover, pointing out the angry wolf and saying, 'What can we predict about him?'

• Model how to revise predictions while reading: During the story, you can pause at different points to ask questions like, 'What do you think will happen when the wolf tries to blow down the pig's house made of bricks?' A student might predict that the wolf will be able to blow the house down. But then you might ask, 'Well, what do we know about bricks? Are they heavier or lighter than straw or sticks?' After discussing how strong bricks are, that student would revise his prediction and say he thinks the house of bricks won't blow down. 

• Pausing for discussion and predictions keeps readers engaged, gives them practice making educated guesses based on clues in the text and their own prior knowledge, and informs you as to whether or not the students are comprehending the text and if anything needs to be explained or reviewed.

• After students have practiced this way of making predictions as a group, they can move on to making predictions on their own while you monitor their progress by having students share their predictions and the clues that point to those educated guesses. The goal is to get students to make predictions independently and naturally as they read.

Making predictions while reading informational texts is just as important as making predictions when reading novels because it shows that students:

• Comprehend the material

• Can predict what will come next

• Understand the structure or layout, noting the importance of reading subtitles, headings, footnotes, and words in bold or italics

Making predictions is a strategy in reading comprehension, involving the use of information from a reading selection to determine upcoming events.

How do you make predictions: 

• Reading out Loud: This is done when you read a text to the class and talk about your thought process in order to show students how to make predictions. For example, a student might think The Three Little Pigs is going to be about three pigs on a farm because of the title. There aren't any detailed clues as to its context. But you can guide the students to examine the picture on the cover, pointing out the angry wolf and saying, 'What can we predict about him?'

• Model how to revise predictions while reading: During the story, you can pause at different points to ask questions like, 'What do you think will happen when the wolf tries to blow down the pig's house made of bricks?' A student might predict that the wolf will be able to blow the house down. But then you might ask, 'Well, what do we know about bricks? Are they heavier or lighter than straw or sticks?' After discussing how strong bricks are, that student would revise his prediction and say he thinks the house of bricks won't blow down. 

• Pausing for discussion and predictions keeps readers engaged, gives them practice making educated guesses based on clues in the text and their own prior knowledge, and informs you as to whether or not the students are comprehending the text and if anything needs to be explained or reviewed.

• After students have practiced this way of making predictions as a group, they can move on to making predictions on their own while you monitor their progress by having students share their predictions and the clues that point to those educated guesses. The goal is to get students to make predictions independently and naturally as they read.

Making predictions while reading informational texts is just as important as making predictions when reading novels because it shows that students:

• Comprehend the material

• Can predict what will come next

• Understand the structure or layout, noting the importance of reading subtitles, headings, footnotes, and words in bold or italics

Making predictions is a strategy in reading comprehension, involving the use of information from a reading selection to determine upcoming events.

How do you make predictions: 

• Reading out Loud: This is done when you read a text to the class and talk about your thought process in order to show students how to make predictions. For example, a student might think The Three Little Pigs is going to be about three pigs on a farm because of the title. There aren't any detailed clues as to its context. But you can guide the students to examine the picture on the cover, pointing out the angry wolf and saying, 'What can we predict about him?'

• Model how to revise predictions while reading: During the story, you can pause at different points to ask questions like, 'What do you think will happen when the wolf tries to blow down the pig's house made of bricks?' A student might predict that the wolf will be able to blow the house down. But then you might ask, 'Well, what do we know about bricks? Are they heavier or lighter than straw or sticks?' After discussing how strong bricks are, that student would revise his prediction and say he thinks the house of bricks won't blow down. 

• Pausing for discussion and predictions keeps readers engaged, gives them practice making educated guesses based on clues in the text and their own prior knowledge, and informs you as to whether or not the students are comprehending the text and if anything needs to be explained or reviewed.

• After students have practiced this way of making predictions as a group, they can move on to making predictions on their own while you monitor their progress by having students share their predictions and the clues that point to those educated guesses. The goal is to get students to make predictions independently and naturally as they read.

Making predictions while reading informational texts is just as important as making predictions when reading novels because it shows that students:

• Comprehend the material

• Can predict what will come next

• Understand the structure or layout, noting the importance of reading subtitles, headings, footnotes, and words in bold or italics

Making predictions is a strategy in reading comprehension, involving the use of information from a reading selection to determine upcoming events.

How do you make predictions: 

• Reading out Loud: This is done when you read a text to the class and talk about your thought process in order to show students how to make predictions. For example, a student might think The Three Little Pigs is going to be about three pigs on a farm because of the title. There aren't any detailed clues as to its context. But you can guide the students to examine the picture on the cover, pointing out the angry wolf and saying, 'What can we predict about him?'

• Model how to revise predictions while reading: During the story, you can pause at different points to ask questions like, 'What do you think will happen when the wolf tries to blow down the pig's house made of bricks?' A student might predict that the wolf will be able to blow the house down. But then you might ask, 'Well, what do we know about bricks? Are they heavier or lighter than straw or sticks?' After discussing how strong bricks are, that student would revise his prediction and say he thinks the house of bricks won't blow down. 

• Pausing for discussion and predictions keeps readers engaged, gives them practice making educated guesses based on clues in the text and their own prior knowledge, and informs you as to whether or not the students are comprehending the text and if anything needs to be explained or reviewed.

• After students have practiced this way of making predictions as a group, they can move on to making predictions on their own while you monitor their progress by having students share their predictions and the clues that point to those educated guesses. The goal is to get students to make predictions independently and naturally as they read.

Making predictions while reading informational texts is just as important as making predictions when reading novels because it shows that students:

• Comprehend the material

• Can predict what will come next

• Understand the structure or layout, noting the importance of reading subtitles, headings, footnotes, and words in bold or italics