Picture Books, Conversations, and Embedded Strategy Instruction for Predicting

1
Picture Books, Conversations, and Embedded
Strategy Instruction for Predicting

• EDC423
• Dr. Julie Coiro

2
Todays Learning Objectives

• 1. Understand the components of predicting as a
  reading strategy.
• 2. Explore different activities for encouraging
  students to notice when and how to apply a
  strategy.
• 3. Try your hand at designing two mini-activities
  that facilitate predicting using a short text.

3
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)

4
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!)

5
Predicting vs. Inferring

• Inference a reasoned assumption about meaning
  not directly stated in the text
• Slot-filling inference adds background knowledge
  to a text - fill in the slots
• Mary had a little lamb. Its fleece was white as
  snow.
• Text-connecting inference Connect two pieces of
  information in the text.
• Mary had a lamb for her entrée. It was once
  white.
• A prediction is one type of inference, but there
  are many others.

6
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

7
Define Explain Notice Apply

• Define and Explain
• How is a prediction different than a guess
• Good, so what I hear you saying is
• Explain (let go a little to facilitate students
  monitoring their strategy use)
• Look at the tally sheet - Once you predict,
  youre going to think about what you used to make
  that prediction.

8
How and when do we predict?

• See the Predicting Tally Sheet (p. 204) 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

Now, notice and apply with Once There Was a Bull..
9
Notice Apply (Activities)

• TitleAnticipation Guide (see next slide)
• Topic/VocabPredict-o-gram (see next slide)
• Questions..Sticky Note Questions
• Questions..Preview, Read, Question
• Directed Reading/Thinking Activity Make a
  prediction, read to find out, verify
• Author/GenreStory map genre features
• Predict what youd find in types of expository
  texts ABC books, magazines, newspapers, ads,
  brochures, invitations, menus

10
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
11
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.
12
Cultivating Conversations (Chapter 3)

• Scaffold discussion
• Tap students understanding of text and
  strategies
• Seek clarification with examples details
• Invite participation
• Orchestrate discussion
• React and build off one anothers ideas, rather
  then just question and answer quizzes from the
  teacher.
• Booktalks may spark this opportunity.
• Literature circles / Textbook circles may provide
  space for discussions about strategy use (e.g.,
  predict, read, and discuss while applying
  strategies).

13
Designing Lessons For Students to Apply Predicting

• The Seal Woman OR The Frog
• Read the story once for meaning.
• Read again for stopping points and mark.
• Anticipation Guide Think of the important
  message and compose one sentence for students to
  agree/disagree with at beginning and end.
• Create three Read Think prompts at important
  stopping points that require thinking/predicting
  about the main issues/problems
• Exchange with your partner to complete.

14
Todays Learning Objectives

• 1. Understand the components of predicting as a
  reading strategy.
• 2. Explore different activities for encouraging
  students to notice when and how to apply a
  strategy.
• 3. Try your hand at designing two mini-activities
  that facilitate predicting using a short text.

15
Homework

• Thursday Oct. 1 meet in library
• Tuesday Oct. 6 (Groups) see wikispace for links
• Bearse (1992) Fairy tale connections in
  Childrens Stories
• Cinderella Around the World Telecollaborative
  Project
• Book Activity 2 - part in class and part for
  homework - see handout
• Thursday, Oct. 8 Strategy Book Making
  Connections Block Israel Article -- Book
  Activity 2 due
• Tuesday, Oct. 13 - Syllabus Readings and Book
  Activity 3 Strategy Script due

16
Groups for Cinderella Class

• Group 1 Andrew, Sandy, Christine
• Group 2 Christina, Felicia, Kaela, Margaux
• Group 3 Steven, Molly, Samantha
• Group 4 Tessa, Lindsay, Rachel, Megan V.
• Group 5 Meagan M., Karine, Angela
• Group 6 Brandon, Katie, Allyssa