READING: SUMMARIES AND PREDICTIONS

LESSON OVERVIEW

Lesson name: Summaries and predictions

Skill focus: Reading

Teacher name: Rizki Fitriyani

Organisation/school name: Pradipta Junior High School

Target students: 12-13, second grade junior high school (intermediate)

Material used in class: Text (Matilda by Roald Dahl), class worksheet; Tell Me What You Think, Summarize It, and This Happened And Then, index cards.

LEARNING OBJECTIVES

Students will be able to make predictions and then summarize a fictional text.

LESSON PLAN

Introduction (5 minutes)

• Show students the cover of a fiction text (such as Matilda by Roald Dahl) and demonstrate how to make a prediction by thinking aloud about the text, saying, “I wonder what this book is about. I see a child and a school. Maybe it is about a child going to school.”

• Explain that you just made a prediction, which means to guess what might happen in the story. Now you will need to read the story to find out if your prediction is correct.

Intermediate:

• Allow students to orally share their sentence frame with a partner.

• Ask student to explain prediction in their own words.

Explicit Instruction/Teacher modeling (10 minutes)

• Read the first chapter of the chosen fictional text aloud and check in on your prediction by modeling a think aloud. For example, say, "I predicted ____ and I think I may have been right because ____ or I predicted ____ and I think I was wrong because ____."

• Demonstrate updating or revising your prediction as needed by making a second prediction about the following chapter.

• Briefly review the term reading fluency as a way to read both clearly and with feeling. Model reading fluency as you read aloud to students.

• Model how to summarize the chapter using the Summarize It worksheet and explaining to students that a summary is a short way to retell key details in a story.

• Say, “Today you are going to make your own predictions and create your very own summaries of a fiction text. We write summaries to help us keep track of what we are reading, to share information or ideas with others, and to help us stay engaged while we read.”

Guided Practice (10 minutes)

• Ask students to make a prediction about the next chapter by writing their predictions on an index card.

• Read aloud the next chapter and have students pair up with a partner to check if their prediction was correct and to revise or update their predictions for the next chapter (using the back of the same index card) as needed.

Beginning:

• Write the following sentence frame on the board:

I predict ____ based on ____.

• Allow students to work with a sympathetic non-EL student for support.

Intermediate:

• Allow students to work with a partner for support.

• Have students share their predictions and whether or not it was correct with the class.

• Ask students to discuss any prediction revisions with partners in L1 or L2.

Independent working time (15 minutes)

• Pass out the Summarize It worksheets and have students complete it based on the second chapter you read aloud. Ask them to make predictions for the coming chapter.

Intermediate:

• Allow students to work with a partner for support.

• Encourage ELs to use dictionaries or glossaries to find the meaning of unknown words in L1 or L2.

• Provide students with a word bank of key words and phrases to use as they complete the worksheet.

Related books and/or media

• Book: Matilda by Roald Dahl

• Find interactive books for each child’s level.

Differentiation

Support: Pair two students together to write a summary of the second chapter of the read-aloud and make predictions for the next chapter.

Enrichment:

• Have students choose a chapter book that they would like to read and practice making a prediction before reading the first chapter.

• Have students write a summary of the first chapter using the This Happened and Then worksheet.

Assessment (5 minutes)

• Assess whether students were able to accurately use the Summarize It worksheet to write a complete summary and prediction for the class read-aloud.

Beginning: Allow students to orally summarize the chapter to a teacher.

Intermediate:

• Allow students to orally summarize the chapter to a partner.

• Allow students to work with a partner for support.

Review and closing (5 minutes)

• Ask students to respond to one of the following questions or the sentence frame with their elbow partner:

- What is a prediction?

- What is a summary?

- I predict ____will happen next based on ____.

Intermediate: Write the following sentence frames on the board for ELs to refer to:

- A prediction is a ____ that I make ____ or ____ I read a story.

- I can use a ____ to retell what I read.