Readers are active in their reading, constantly thinking about what they believe will happen in the text (predicting), and then looking for evidence in the text to decide if their prediction was true, partially true, or way off (confirming). They predict, confirm, re-predict, and re-confirm, creating a loop of engagement.
If you see readers who . . .
Reading is an active process, and the more engaged we are in the text, the more meaning we make while reading. When we predict and confirm continually throughout our reading of a text, we become more engaged.
While reading, students pause and think about the details they already know in the text, then predict what they think will happen next. They stop again to see if their predictions were accurate, based on what they just read.
After defining the strategy for the class, we model how to use it by following these steps:
As we move to guided practice, we give students a piece of text and pair them with others in the class. We ask them to look at the text and predict what will happen, then read the selection together and find places in the text that confirm whether their predictions were true, partially true, or way off. Then start again, making a new prediction.
Suggested language:
Possible ways to differentiate instruction:
Reconsider materials, setting, instruction, and cognitive processes.
These strategies may provide support before, during, and after teaching this strategy:
Want to hear about this strategy from a student's perspective? Let Kid Teacher, Miss Hadley, tell you—in her own words—how this strategy helps her grow as a reader. We think it will help your students too!
Each book below has a coordinating lesson with an explicit example to teach this strategy. Select a book cover below, then download the lesson to see for yourself. At The Daily CAFE these were called Lit Lessons.
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