Predicting

It gives readers a purpose for reading and turns reading into an active search to see whether a prediction is correct.
 * Predicting** using context by its self, or context plus some decoding, to read a word.

Predicting forces students to gather all their background knowledge related to the topic. It also becomes an excellent device for enhancing comprehension when students read independently. The goal is for this to become a life long strategy.

Prediction takes place throughout the entire story as new information is provided. In the Beginning - look at the title, author, book cover, and illustrations to make an inference of what the book will be about. These come from previous knowledge of author's other books, personal or historical connections.

Assists students with the ability to make predictions by starting with brief fictional stories. Include lots of modeling and real life everyday events. The use of visuals and illustrations are important. Emphasize the importance of well-thought-out-predictions while eliminating a right or wrong answer. Teachers should focus on building thinking skills by asking leading questions.

//"What do you think will happen in the story?" or "How do you think the main character will resolve her problem?"// and one that asks for support of the prediction: //"What makes you predict that?" or "What have you experienced and what clues from the story lead you to make that prediction?"//
 * __When asking questions__**, ask one that asks what the prediction is:

Where's Spot? (Hill, 1980) Where's the Bear? (Pomerantz, 1984) Sebastian Super Sleuth series Silly Sally (Wood)
 * __Picture Books__**



For more information: [|Video on Predicting and Comprehension]

[|Multiple Teaching Strategies for Predicting]

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