Students are encouraged to speak their predictions out loud while they are written on a chart and initialed with student signatures. This teaching provides an incentive of motivation to share ideas to classmates with "sincere words of praise" from the teacher, as DeVries (2015) shares (DeVries, B., 2015, pg. 25).
As we read today, we will use pictures and words to make predictions before and as we read the book, "The Doorbell Rang" by Pat Hutchins.
Teach Reading Strategies! Students were asked to think and share their ideas about the story before, during, and after as a way to support proficiency as independent readers (DeVries, B., 2015, pg. 27).
"I think that when the doorbell rings, more kids will come and they will keep sharing the cookies until they are all gone."
I think no one gets cookies
Turn and talk to your partner and discuss your thinking on what you predict may happen after the doorbell rings at the end of the book?
Why do you think that?
Create opportunities for literary discussion (DeVries, B., 2015, pg. 34)
Students were assigned partners to read with that supported their approximate independent reading level. Students who were assigned together as 'low readers' were supported by the teacher to help the read-along. Most students read at an instructional level (DeVries, B., 2015, pg. 30).
I can make predictions using words and pictures as I think about my reading and check my answer!
Students are to predict using reading, writing, listening, and thinking through their independent practice using the prediction chart and recording their predictions on devices (DeVries, B., 2015, pg. 35).