Format

Objectives
Clearly state what children
will do and how they will do
it

Activities
Students will be able to make predictions using the illustrations in the story.
Students will be able to confirm or change predictions as they read by using
the information they are reading in the text.
Students will be able to use predictions in order to better think about the
story.

Formative & Summative

Assessment
Explain how teacher will
determine whether
objectives are met
What evidence will you have
that the objectives were met?
What, specifically, are you
looking for?

Formative:
Teacher will assess students in a small group setting by:
- Asking students questions and listening to their responses
- Asking students to make predictions prior to reading by writing them down
and then sharing with the group
- Students will be able to adjust those predictions while they are reading
which will show teacher that they are learning as they are reading.

Materials/Standards
State the materials to be used
in the lesson
Include PA Common Core
Standards

CC.1.3.2.GUseinformationfromillustrationsandwords,inprintordigital
text,todemonstrateunderstandingofcharacters,setting,orplot.

Introduction CONNECT
Gain childrens attention
Name the skill and tell
students when they would
use the skill
Relate to prior knowledge
Explain why the skill is
useful/important to know

Introduce students to story by asking students if they know what tongue

twisters are. Ask students to give examples if they know of any tongue
twisters or fun sounding sentences. (Examples: Peter Piper picked a peck of
pickled peppers / Shelly sells seashells at the seashore). Explain how the title
is a tongue twister and we must practice our fluency when reading the title
(as the title appears on every page).

Book: Nicketty- Nacketty- Noo- Noo- Noo by Joy Cowley

Cowley J. (1998). Nicketty- Nacketty- Noo- Noo- Noo. New York, NY:
Mondo Publishing.

Transition into todays skill we will be working on by asking students:

Have you ever thought about what may happen in a movie/ book before you
saw or read it? Maybe you saw a trailer to a movie or maybe you looked at
a book and thought about what it may be about? Do you know what doing
that is called?
What are predictions? Why it is important to make predictions while
reading?
After students share thoughts explain: Predictions are making guesses or
thinking about what will happen. It is important to make predictions while
reading, so readers can really think about the story in a more meaningful
way. Today we are going to make predictions by taking a picture walk and
using the illustrations. We are also going to confirm/ adjust those
predictions while we are reading the story.
By the end of todays lesson, I want you to be able to make predictions
using the illustrations and the information you gain as you read.

Teacher Modeling TEACH

Explicitly show children
how to use the strategy/skill
Include all think alouds
Write out what you will say!

Sometimes we can make predictions just by looking at illustrations and

images. Lets start by taking a picture walk and looking at the front and
back covers. Im going to first look at the front cover. First, Im going to
think about the character I see on the front cover. Some things I consider
are that I see a woman in the middle of the front page so it makes me think
that maybe she is a main character. I also think about the setting: the setting
looks like a forest so maybe the story takes place with this woman walking
through the forest. It also looks like shes carrying some pots and pans so I
think maybe she is walking through the forest to go cook something? Hmm
lets look at the back cover now. This man has a sly/ sneaky look on his face
and it looks like he is trying to hide. Im going to make a prediction that
something important or possibly the main problem of the story is going to be
between the woman and this man. Illustrators tend to create covers
purposely to let the readers get a glimpse of what is going to happen in the
story.
While looking at pictures I am thinking to myself:
Who? What? Why? And I am trying to create a story just by looking at the
pictures. This is what the illustrator wants us to be able to do. So overall I
am going to use this picture walk to predict that this story is about the
woman on the front and this man on the back cover and has something to do
with cooking since the woman has pots and pans.

Guided Practice ENGAGE

Provide an opportunity for
students try the strategy with
teacher and/or peer guidance
and support

Allow time for students to browse through the book independently and take
a picture walk silently. Have students stop after page 7 (put a sticky note on
this page in all of their books) and then go through the picture walk again as
a group and have students share what they notice while going through the
first few pages. Ask guiding questions where necessary:
Pages 2-3: What kind of interaction can you predict will happen between the
man and woman?
Pages 4-5: What does it look like is happening in this picture?
Pages 6-7: What do the characters facial expressions tell you about this
situation?
Once students reach first post it note (for the second time) have them each
write a prediction up to this point.
After students form predictions, have them each share their predictions.
While students are sharing make sure to notice/ point out good observations
or predictions that seem like they need work.
After students share predictions, begin reading the story. Once students
reach the first sticky note allow them to adjust or leave their predictions as
they are now that they have read the text.
Tell the students to take another picture walk from pages 8-15 silently first,
then as a group (put sticky note number 2 on page 15). Allow students to
share anything they notice from the pictures on these pages. Remind the
students to look for and think about:
Who they see? What is happening? Where are the characters (setting)?
After second picture walk, have students create new predictions if they want
to/ have any or adjust their original predictions.

After students form second prediction start reading where you left off.
Allow students to adjust predictions as they read wherever they seem
necessary.
Continue reading until end of book to confirm/ discuss predictions and
outcomes of what actually happened.
After finishing book explain:
It is very interesting to think about the events that happened in the story, and
what influenced our thinking when we made predictions.
Now that students know how the story ended, have a discussion about their
individual predictions and what actually happened.
Independent Practice &
Application ENGAGE
Children try the strategy on
their own or in a new
situation
Closure LINK
Provide closure through
reflection, extension, and/or
summarization
Tell students how they
should use the strategy skill

Have students pick a book they have never read before and make predictions
during their independent reading time. Remind students to have valid
reasoning for why they predict something is going to happen and not just to
make random guesses without any reasoning.
Ask students what the importance of focusing on illustrations is and how it
relates to making predictions. Make sure each student shares a response.
It is extremely important to look through pictures before reading in order to
help develop better meaning of the story when you are actually reading.
Good readers need to put effort into understanding the illustrations better in
order to use the illustrations to help make predictions, as we did today.
Today, forever and always, when you read you will use the illustrations in
the story to help make predictions in order to better understand the story.

Differentiation (content,
process, product)
Tell how your methods
support the childrens
reading development needs
(below level, above, ELL)

Below Level:
- Choose a book where there are more clear illustrations about the events
taking place in the story/ more vivid and detailed character expressions
where students can more easily make predictions

Reflection on Planning
(BEFORE)
State your rationale for the
lesson content and design.
Connect with information
learned in this course and
others.

While planning this lesson, I spent some time in the book room going
through different books and looking at the illustrations in the story while
briefly reading some of the pages. I spent a lot of time trying to find the best
book that would fit this lesson. The reason I chose Nicketty Nacketty Noo
Noo Noo was because I thought the illustrations would really be able to help
the students make predictions while reading. I think the illustrations in this
book are clear in telling the story that I want the students to be able to
understand before even reading the book. I considered the students
assessment needs when planning this lesson by thinking about how to

How did you select your

Above Level:
- Choose a book where the illustrations require students to think about what
is happening, and do not simply give away the situation in the story.
- Do not predetermine spots for students to stop and make predictions, allow
students to make predictions from wherever they seem best fit.

teaching activities and

materials? How did you
consider students
assessment needs when
planning your lesson? Why
did you make the choices
you did in your planning?
How did your cooperating
teacher/other professionals
help you in your planning?
What concerns do you have
about the lesson?

Reflection on Instruction
(AFTER)
Write an analysis about how
your lesson went after the
follow-up conference.
Please include:
What went well?
What evidence do you
have that learning
occurred and objectives
were met?
Was your assessment of
the students adequate and
informative?
Based on your formative
and summative
assessment
(observations, student
work samples, other) and
your post-teaching
conferences, what
interventions might be
necessary and
appropriate?

effectively see if the students are making predictions based on evidence and
not just randomly making guesses while they are reading in order to better
understand the story at the end. I plan to do so by making sure their
predictions have reason to them when they share with the group. I first off
decided to teach this lesson because in my previous lessons with these
students, they have been really focused on all the illustrations when giving
me answers to the questions I would ask them. This led me to be unsure if
the students comprehended the text, or just understood the story because of
the pictures. I thought having the students work on a picture walk while
making predictions would be a good way to have the students see the
pictures before reading the text, and give them time to really understand
what is happening in the illustrations by having to make predictions. Then,
when they get to the pages with the illustrations for the second time, my
hope is that they can really begin to use the text to answer my questions/
think deeper and make more predictions. I also took a lot of time to discuss
my lesson plans with my cooperating teacher to figure out the best way to
accomplish what I wanted to within the lesson. While I first approached this
lesson one way, when discussing my plans with my cooperating teacher he
helped me notice things and understand things about the topic that I hadnt
already understood. He really helped me with planning for the students to
better understand the lesson and to better assess them. Concerns I have about
this lesson are that the students are going to struggle with the concept that
predictions need to have evidence based on the illustrations or the text and
are just going to throw their thoughts into the discussion without really
thinking. While thinking about this concern, I hope to use the appropriate
language in guiding the students thinking.
Overall, I think my lesson went well. By the end of the lesson, I think the
students really understood the importance of making predictions, but I do
not think they mastered the skill of making predictions yet. During my
introduction discussion, the students were able to understand the importance
of predictions and why we need to focus on making them. Evidence I have
that learning occurred and objectives were met are from the questions I
asked during the lesson. In addition, reading the students predictions and
listening to them make adjustments and more observations/predictions as we
read showed me evidence that learning occurred and objective were met. I
think my assessment of the students was informative, but ultimately I think I
would need to do this lesson on predictions with another book, and a little
less teacher guidance to see if the students really comprehended the skill. In
my planning, I was really able to set up the lesson in order for my students
to be successful and understand the story/ lesson, but overall the lesson
included a lot of guidance for the students. In my planning, I was able to
think about the chapters from our text that focused on the language we use
with our students. During the lesson, I really focused on the language I was
using while I was asking the students questions. I focused on how I was
asking them these questions in order for them to think about the predictions
they were making and the events that were happening in the story. Another
aspect from our readings that I was able to focus on and relate to in this
lesson plan was in relation to the directions I was giving for the students
picture walk. I didnt want to give away too much in my directions for the
first time while they took the picture walk, so I really focused on how I was
giving those directions. Something I might change to improve this lesson, is

What might you change

to improve this lesson?
What does this teaching
experience suggest to
you, your cooperating
teacher, and/or your
university supervisor
about areas where you
might pursue further
professional
development and
growth?
What specific questions
and goals related to
teaching literacy have
emerged from this
teaching experience?
How do you plan to
answer those questions
and meet those goals?
Provide specific details and
incidences to support your
answers and make
reference to class readings.

to have the students make predictions independently before discussing the

pictures (during the second picture walk) and then give them a chance to
change those predictions before we actually read the story. From my
observation of the students in the group, there was 1 student who didnt
actually get the chance to think for herself before she made a prediction, and
just wrote what she heard someone else say. Thinking back now, I wish I had
given more time silently for the students to think and make predictions
before going into the guided instruction. This teaching experience suggests
that my thorough planning was really helpful in making sure my students
understood the lesson and were able to create predictions. One specific
question related to teaching literacy that I have now is what are better ways
to assess students development of skills in a group setting besides just
listening to students respond? While I think there is something very
beneficial of listening to students share their thoughts, it is harmful to the
students who have not thought for themselves and hear someone else share
and then repeat their thoughts. One specific goal I have related to teaching
literacy is to always make sure the materials I choose are engaging and that
choosing those materials makes sense for the lesson I am teaching. I have
always heard my professors and mentors tell me to not to just do things in
regards to planning that do not fit or make sense to the lesson. I hope to
continue to make useful choices in the reading material I am using in my
lessons.