Strategy Instruction for Making Predictions and Making Connections

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Strategy Instruction for Making Predictions and
Making Connections

• EDC423
• Dr. Julie Coiro

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Todays Learning Objectives

• 1. Review key components of Metacognitive
  Framework
• 2. Review important considerations for teaching
  students how to predict an make connections
  while reading.
• 3. Apply these strategies to your own reading of
  a text and practice modeling for students in
  preparation for your book activity

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Good Strategy Instruction

• What is it? (name it and define it)
• Why is it important?
• How do you use the strategy?
• When is it useful?
• (remember Explain Define Notice and Apply from
  your textbook as the MODELING phase of strategy
  instruction)

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Predicting

• Why do good readers predict?
• It gives a purpose for reading
• Helps build internal tension
• Helps anticipate a satisfying ending
• Connect prior knowledge new information
• Predictions serve as guideposts.
• We monitor our predictions from time to time to
  see how they hold up (Thats what I thought! --
  Wow, thats not what I thought!)

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Problems with Predicting

• Childrens predictions are often inaccurate,
  because of the text or the reader.
• Children underestimate the importance of text
  features in informational text.
• Many children dont take the time to predict
  properly and never revisit to solidify or revise
  their prediction.
• Your Teaching Goal Help students make
  predictions that are accurate and meaningful

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Define What is a prediction?

• A prediction is more than a guess an educated
  guess perhaps.
• What two things do we need to make a good
  prediction?

BACKGROUND KNOWLEDGE


CLUES IN TEXT
PREDICTION
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Explain How and when do good readers predict?

• See the Predicting Tally Sheet (p. 204) for CLUES
  IN THE TEXT but be careful about being too
  prescriptive!
• 1. Title, headings, cover, pictures, captions
• 2. Ask questions
• 3. Knowledge of the topic
• 4. Knowledge about the author/genre/book
• 5. Text organization structure
• 6. Past events in the text
• 7. Meaningful connections
• 8. Knowledge of the character

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MODEL Define Explain Notice ApplyClarify

• Define and Explain
• How is a prediction different than a guess
• Good, so what I hear you saying is predicting is
• Explain (Clues BK Prediction)
• Good readers make predictions using clues from
  (THE TALLY SHEET). youre going to think about
  what you used to make that prediction. What
  clues in the text? What background knowledge in
  your head?
• Model Notice Apply
• Clarify (sum up at the end)

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Thinking Aloud in Action

• So, lets see how this all plays out in a real
  read-aloud/think-aloud - Amos Boris by William
  Steig
• Look for
• Examples of me defining explaining how to
  predict and why predicting is useful
• Examples of me thinking aloud to model
• Examples of me asking you to notice how I
  predicted and how it was useful
• Examples of me gradually inviting you to predict
  WITH me (but also offering support and
  clarification)

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You Try Now

• Write your Think-Aloud
• Ask students to Notice Apply
• You will do more of this for Book Activity 3 (you
  can choose predicting or connecting)

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Making Connections

• Good readers actively relate ideas in print to
  their own knowledge, experiences, and other
  texts.
• Making connections helps readers to
• Relate to characters with links to their own
  experiences
• Visualize particular details
• Help pay attention and remember (store) main
  ideas for later recall
• Ask questions to better make sense of or clarify
  the ideas from a readers own perspective (So,
  is that like when?)

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Problems with Teaching Connecting

• Childrens connections may be irrelevant.
• Childrens connections may pull attention away
  from the main ideas of the new text.
• Children need help understanding that connections
  are helpful for understanding new material (not
  just for sharing their own experiences)
• Your Teaching Goal Help students make relevant
  connections in ways that help them to better
  understand the current text

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What types of connections can I make?

• Text-to-self connections
• This reminds me of a time when I
• Text-to-text connections
• This book/character/event is a lot like/very
  different from ___ because
• Text-to-world connections
• I once heard about
• Text-to-author connections
• This reminds me of how this author always

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When can I make useful and relevant connections?

• See the Connecting Tally Sheet (p. 207) but
  dont get tied down to these
• 1. Connect to characters
• 2. Connect to plot
• 3. Connect to the setting or place
• 4. Connect to visualize, taste, feel, or hear the
  text
• 5. Connect to predict or infer what will happen
• 6. Connect to what I know about a topic or word
• 7. Connect to help me feel emotions
• 8. Connect to what I know about text structure

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After ModelingActivities to Practice/Apply
Predicting

• Think back to the tally sheet of clues to use for
  predicting
• TitleAnticipation Guide (p. 86-see next slide)
• Topic/VocabPredict-o-gram (see next slide)
• Questions..Sticky Note Questions (p. 88)
• Questions..Preview, Read, Question (p. 88)
• Author/GenreStory map genre features (p. 93)
• Predict what youd find in types of expository
  texts ABC books, magazines, newspapers, ads,
  brochures, invitations, menusfairy tales (e.g.,
  Cinderella)
• (All ideas for your own lesson plan)

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Anticipation Guide Tuck Everlasting by Natalie
Babbit

• Identify major themes write several statements
  students discuss react before reading and
  then revisit after

Agree Disagree
It would be wonderful to live forever.
You should never do something that your parents have forbidden.
People should have the right to sell products even if they are harmful.
Some secrets are so important that it is acceptable to do anything in order to keep them.
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Predict-o-gram Crow Boy by Tara Yashima

• How would Taro Yashima use each vocabulary word?
  forlorn, interesting, trudging, imagine,
  graduation, attendance, admired, announced,
  charcoal, rejected

Setting Where the story took place
Characters People in the story
Problem or goal of the main character
Solution to the problem or attainment of goal
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Story Map/Genre- Use to predict story elements in
Cinderella for example
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Activities to practice/apply Making Connections

• Use sticky-notes to make connections while
  reading
• Tally them up after and encourage students to
  expand the types of connections they make the
  next time
• Connections Continuum
• Generate a list of connections on sticky notes
  and ask students to sequence in order from most
  meaningful to least meaningful (encourage
  students to remember this when they make their
  own connections)
• Story Maps
• Anticipation Guides
• Compare and contrast across a genre (e.g., fairy
  tale) or across several variants of one story
  (e.g., Cinderella)

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Elements of Story

• Exposition background of characters setting
• Characters protagonist and antagonist
• Conflict the problem
• Rising Action building the tension
• Climax the turning point of the story (not most
  exiting)
• Resolution the problem is solved
• Falling Action tie up loose ends/provide closure
• Theme message or lesson conveyed (not just a
  topic)

How do these play out in the traditional
Cinderella story?
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Homework

• Tuesday, Oct. 11 NO CLASS
• (tip pretend Book Activity 3 due here)
• Read Hancock Ch. 4 Modern Fantasy (elements)
• Study for quiz on Thursday
• Thursday, Oct. 13
• Book Activity 3 Strategy Script due
• Finish reading Vacation Under the Volcano (will
  be on quiz)
• Quiz 1 (see wiki homepage link for quiz topics)
  should take about 30 minutes