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MAKING PREDICTIONS
1
© 2013 Texas Education Agency / The University of Texas System
Making Predictions
“An inference about future information in a text is a prediction. We use the text clues and our background knowledge to predict what will happen next in a story or what we will learn later in a text. We then go through the text to confirm, discard, change, or make new predictions, based on new evidence that comes up.”
(Zwiers, 2010, p. 99)
2 © 2013 Texas Education Agency / The University of Texas System
Making Predictions
“Prediction provides us with motivation and purpose for reading. It also helps the mind prepare itself to understand the upcoming ideas in the text.”
(Zwiers, 2010, p. 99)
3 © 2013 Texas Education Agency / The University of Texas System
Making Predictions Step 5
• Model making predictions before and during reading.
• Explicitly share what you focused on to help you make the prediction.
• Model reading to confirm/revise your predictions.
• Model making some incorrect, yet logical predictions.
4 © 2013 Texas Education Agency / The University of Texas System
What Do Good Readers Pay Attention to When Making Predictions?
• Title and chapter headings. • Front and back covers of the book. • Photos, illustrations and captions. • Their own questions. • Their background knowledge about a topic,
including vocabulary. Kelley & Clausen-Grace, 2007
5 © 2013 Texas Education Agency / The University of Texas System
What Do Good Readers Pay Attention to When Making Predictions?
• Their background knowledge about the author, genre, or series.
• Their background knowledge about text organization and text structure.
• What they know about a character or object. • What has happened so far in the text. Kelley & Clausen-Grace, 2007
6 © 2013 Texas Education Agency / The University of Texas System
Making Predictions
Predictions… • Can be confirmed or disproved in the text. • Must be revised as reading continues. • Help maintain interest in the text.
7 © 2013 Texas Education Agency / The University of Texas System
Making Predictions with Foreshadowing
8 © 2013 Texas Education Agency / The University of Texas System
Foreshadowing: • Small details or clues. • Provides hints about things
to come. • Used to make predictions.
9 © 2013 Texas Education Agency / The University of Texas System
•It’s Prim’s first reaping (p. 15). •Katniss loves Prim more than anything. She watches her as she sleeps, won’t runaway and leave her, worries about her and mothers her.
•Katniss has tried to protect her by making sure Prim’s name is entered only once (p. 15).
Prim will be selected as tribute.
Prim is chosen as tribute but Katniss volunteers and takes her place. (p. 22)
•“In the woods waits the only person with whom I can be myself.” (p. 6) Katniss and Gale have very similar lives, responsibilities, beliefs, and talents.
•“I call him my friend, but in the last year it’s seemed too casual a word for what Gale is to me.” (p. 112).
Katniss and Gale will become a couple or more romantic feelings will be revealed.
Katniss begins to care deeply for Peeta. After winning the Games, they are forced to be a couple to protect themselves from President Snow. (p. 355-358) It seems like Gale is out of the picture.
•Katniss is checking out the competition and describes the boy from District 2 as a monstrous boy who lunges forward to volunteer. (p. 45)
•They are career tributes, who have trained their whole lives for the Hunger Games. (p. 94).
Tributes from District 2 will be the ones to beat, especially Cato.
Peeta will protect Katniss during the Hunger Games.
Katniss will befriend Rue.
•Peeta gave Katniss bread she desperately needed to feed her family, even though he gets in trouble with his mom. (p.30-31)
•In his interview before the Games, Peeta tells Cesar that he’s always had a crush on Katniss. (p. 130)
•Rue shadows Katniss and Peeta during training. Katniss thinks of her sister Prim when she sees Rue.
Cato is the last tribute left with Katniss and Peeta. (p. 318) Katniss and Peeta become the final tributes and both become victors. (p. 342 & 345)
Peeta works to protect Katniss. Katniss
realizes this in pages 247-248.
In the end, it’s Katniss who saves Peeta’s
life.
Katniss and Rue become allies (p. 200). Katniss wants to protect Rue (p.235). Rue dies and Katniss is devastated and feels responsible.
The Hunger Games
Making Predictions Using Extended Anticipation Guides
10 © 2013 Texas Education Agency / The University of Texas System
Kelley & Clausen-Grace, 2007, Duffelmeyer & Baum, 1992)
11 © 2013 Texas Education Agency / The University of Texas System
Selective breeding occurs naturally in plants and animals. Nearly all domestic animals and most crop plants have been produced by selective breeding. Selective breeding is sometimes used to fight disease. Hybridization is when dissimilar organisms are crossed to bring out the best of both organisms. Hybrid organisms are often weaker than either of the parents. Breeding of individuals with similar characteristics is called inbreeding. Inbreeding ensures that a breed is not susceptible to disease and deformity.
Genetic Engineering: Changing the Living World
Making Predictions Using Extended Anticipation Guides
Before Reading, Students: • Briefly scan the text attending to features like
titles, headings, photographs and captions. • Read the statements and select agree or
disagree. • Write a brief prediction about what they
expect to learn from the text.
12 © 2013 Texas Education Agency / The University of Texas System
Kelley & Clausen-Grace, 2007, Duffelmeyer & Baum, 1992)
Selective breeding occurs naturally in plants and animals. Nearly all domestic animals and most crop plants have been produced by selective breeding. Selective breeding is sometimes used to fight disease. Hybridization is when dissimilar organisms are crossed to bring out the best of both organisms.
Hybrid organisms are often weaker than either of the parents. Breeding of individuals with similar characteristics is called inbreeding. Inbreeding ensures that a breed is not susceptible to disease and deformity.
Genetic Engineering: Changing the Living World
Making Predictions Using Extended Anticipation Guides
After Reading, Students: • Reflect on the choices made prior to reading. • Provide an explanation using text evidence to
support whether or not the choice they made prior to reading was correct.
• Write a brief summary/reflection of what was learned after reading including the misconceptions they had prior to reading.
14 © 2013 Texas Education Agency / The University of Texas System
Kelley & Clausen-Grace, 2007, Duffelmeyer & Baum, 1992)
15 © 2013 Texas Education Agency / The University of Texas System
Reflect and Share
• How will you teach students to make predictions while reading?
• How does predicting help students to comprehend across the disciplines?
16
Miller, K & Levine, J. (2008). Genetic engineering. Changing the living world. Prentice Hall Biology (p. 319). Boston, MA: Pearson Prentice Hall.
Changing the Living World, page 1 (used with Extended Anticipation Guide)
Miller, K & Levine, J. (2008). Genetic engineering. Changing the living world. Prentice Hall Biology (p. 319). Boston, MA: Pearson Prentice Hall.
Biology (p. 319). Boston, MA: Pearson Prentice Hall.
Changing the Living World, page 2(used with Extended Anticipation Guide)
Fore
shad
ow
ing
and
Pre
dic
tin
g Te
xt:
Sum
mar
y o
f Fo
resh
ado
win
g C
lue
s in
th
e T
ext
(t
ext
evi
de
nce
) P
red
icti
on
V
alid
atio
n o
r R
evi
sio
n o
f P
red
icti
on
Fore
shad
ow
ing:
Sm
all d
etai
ls o
r cl
ues
in t
ext
that
will
h
ave
sign
ific
ant
mea
nin
g as
th
e st
ory
pro
gres
ses.
© 2
013
Texa
s E
duca
tion
Age
ncy
/ The
Uni
vers
ity o
f Tex
as S
yste
m
Han
dout
5
Exte
nd
ed
An
tici
pat
ion
Gu
ide
(M
akin
g In
fere
nce
s &
Pre
dic
tio
ns)
Nam
e: _
____
___
___
___
___
____
___
____
_
Titl
e: G
enet
ic E
ng
inee
rin
g: C
han
gin
g t
he
Liv
ing
Wor
ld
D
ate:
__
____
___
___
___
____
___
____
____
Be
fore
Re
adin
g: B
rief
ly s
can
th
e as
sign
ed t
ext.
Th
en r
ead
th
e st
ate
men
ts a
nd
sel
ect
eit
he
r ag
ree
or
dis
agre
e. W
rite
a p
red
icti
on
ab
ou
t w
hat
yo
u e
xpec
t to
lear
n
fro
m r
ead
ing
the
text
.
Aft
er
Re
adin
g: R
efl
ect
on
th
e ch
oic
es y
ou
mad
e p
rio
r to
rea
din
g. P
rovi
de
an
exp
lan
atio
n u
sin
g te
xt e
vid
ence
to
su
pp
ort
wh
eth
er t
he
cho
ice
you
mad
e p
rio
r to
re
adin
g w
as c
orr
ect
or
inco
rre
ct. W
rite
a b
rief
su
mm
ary/
refl
ecti
on
ab
ou
t w
hat
yo
u le
arn
ed a
fter
rea
din
g th
e te
xt in
clu
din
g th
e m
isco
nce
pti
on
s yo
u h
ad p
rio
r to
re
adin
g.
BEF
OR
E R
EAD
ING
A
FTER
REA
DIN
G
Agr
ee
Dis
agre
e St
ate
me
nt
Wh
y w
as m
y ch
oic
e c
orr
ect?
W
hy
was
my
cho
ice
inco
rrec
t?
Se
lect
ive
bre
ed
ing
occ
urs
nat
ura
lly in
pla
nts
an
d a
nim
als.
H
um
an
s h
ave
use
d s
elec
tive
bree
din
g i
n p
lan
ts a
nim
als
for
thou
san
ds
of y
ears
loo
kin
g t
o
pass
on
des
ired
tra
its.
P.
319
Nea
rly
all d
om
esti
c an
imal
s an
d m
ost
cro
p
pla
nts
hav
e b
een
pro
du
ced
by
sele
ctiv
e b
reed
ing.
In
th
e te
xt i
t sa
ys
exact
ly t
hes
e
wor
ds.
I
thou
gh
t th
at
only
som
e pl
an
ts a
nd
an
imals
wer
e
bred
th
is w
ay
. P
. 3
19
Se
lect
ive
bre
ed
ing
is s
om
etim
es u
sed
to
fig
ht
dis
ease
.
Bu
rban
k d
evel
oped
a d
isea
se-
resi
stan
t po
tato
. P
. 3
19
Hyb
rid
izat
ion
is w
hen
dis
sim
ilar
org
anis
ms
are
cro
ssed
to
bri
ng
ou
t th
e b
est
of
bo
th
org
anis
ms.
B
urb
an
k u
sed
hy
brid
izati
on,
cros
sin
g d
issi
mil
ar
ind
ivid
uals
to
brin
g t
oget
her
the
best
of
both
org
an
ism
s. P
.
319
H
ybri
d o
rgan
ism
s ar
e o
fte
n w
eake
r th
an e
ith
er
of
the
par
ents
.
H
ybr
ids
are
oft
en h
ard
ier
than
eith
er o
f th
e pa
ren
ts. P
. 3
19
B
reed
ing
of
ind
ivid
ual
s w
ith
sim
ilar
char
acte
rist
ics
is c
alle
d in
bre
edin
g.
Inbr
eed
ing
is
the
con
tin
ued
bree
din
g o
f in
div
idu
als
wit
h
sim
ilar
chara
cter
isti
cs. P
. 3
20
In
bre
edin
g e
nsu
res
that
a b
reed
is n
ot
susc
epti
ble
to
dis
ease
an
d d
efo
rmit
y.
Inbr
eed
ing
has
als
o in
crea
sed
th
e
bree
d’s
su
scep
tibi
lity
to
dis
ease
s
an
d d
efor
mit
ies.
P. 3
20
© 2
013
Texa
s E
duca
tion
Age
ncy
/ The
Uni
vers
ity o
f Tex
as S
yste
m
Han
dout
6
BEF
OR
E R
EAD
ING
PR
EDIC
TIO
N:
Th
is t
ext
is g
oin
g t
o d
iscu
ss s
elec
tive
bre
edin
g, hy
brid
izati
on a
nd
in
bree
din
g. I
thin
k t
hat
sele
ctiv
e br
eed
ing
occu
rs n
atu
rall
y i
n t
he
wor
ld. S
ome
plan
ts a
nd
an
imals
str
ive
to b
ecom
e m
ore
resi
stan
t to
dis
ease
an
d t
hey
choo
se t
o br
eed
dif
fere
ntl
y. I
thin
k t
hat
hy
brid
izati
on o
ccu
rs w
hen
sim
ilar
spec
ies
cros
s bu
t th
is o
ften
cre
ate
s a
wea
ker
spe
cies
. In
bree
din
g i
s w
hen
fam
ily
mem
bers
mate
. T
his
for
su
re m
ak
es t
he
spec
ies
wea
k, li
ke
men
tall
y
reta
rded
. T
hat’
s w
hy
you
can
’t m
arr
y y
our
cou
sin
.
AFT
ER R
EAD
ING
REF
LEC
TIO
N:
I le
arn
ed t
hat
ther
e are
tw
o ty
pes
of s
elec
tive
bre
edin
g: h
ybr
idiz
ati
on a
nd
in
bree
din
g. I
thou
gh
t th
ere
wer
e 3
type
s. S
elec
tive
bre
edin
g d
oesn
’t h
app
en n
atu
rall
y i
n t
he
wor
ld. In
stea
d, h
um
an
s m
ak
e it
happ
en b
ecau
se t
hey
wan
t to
pro
du
ce t
he
best
pla
nts
an
d a
nim
als
th
ey c
an
. A
lmos
t ev
ery
dom
esti
c an
imal
an
d p
lan
t h
ave
bee
n
sele
ctiv
ely
bre
d. H
ybr
ids
– th
e cr
ossi
ng
of
dis
sim
ilar
org
an
ism
s ca
n m
ak
e th
e sp
ecie
s h
ard
ier.
I
thou
gh
t th
at
it w
ould
act
uall
y m
ak
e th
em w
eak
er. In
bree
din
g t
hou
gh
, d
oes
wh
at
I th
oug
ht.
It
can
in
crea
se t
he
bree
d’s
lik
elin
ess
that
they
wou
ld g
et s
ick
or
be d
efor
med
. T
he
reaso
n w
hy
th
ey i
nbr
eed
th
oug
h i
s to
kee
p th
e tr
ait
s th
at
are
mos
t d
esir
abl
e. I
gu
ess
bree
der
s ju
st h
ave
to
be r
eall
y c
are
ful
abo
ut
how
far
they
tak
e it
.
Ad
apte
d f
rom
: Kel
ley,
M.J
., &
Cla
use
n-G
race
, N. (
20
07
). L
ayin
g th
e F
ou
nd
atio
n f
or
the
Met
aco
gnit
ive
Teac
hin
g Fr
amew
ork
. In
Co
mp
reh
ensi
on
Sh
ou
ldn
't B
e Si
len
t (p
p. 2
2-4
1).
New
ark,
DE:
Inte
rnat
ion
al R
ead
ing
Ass
oci
atio
n. D
uff
elm
eyer
, F. A
.& B
aum
, D. B
. (1
99
2, M
ay).
Th
e ex
ten
de
d a
nti
cip
atio
n g
uid
e re
visi
ted
. Jo
urn
al o
f R
ead
ing
, 35
(8),
64
5-6
56
.
htt
p:/
/ww
w.js
tor.
org
/sta
ble
/40
03
21
58
Du
ffel
mey
er,
F. A
.& B
aum
, D. B
. (1
99
2, M
ay).
Th
e ex
ten
ded
an
tici
pat
ion
gu
ide
revi
site
d. J
ou
rna
l of
Rea
din
g, 3
5(8
), 6
45
-65
6. h
ttp
://w
ww
.jsto
r.o
rg/s
tab
le/4
00
32
15
8
Jou
rna
l of
Rea
din
g ,
Vo
l. 3
5, N
o. 8
(M
ay, 1
99
2),
pp
. 65
4-6
56
Fred
eric
k A
. Du
ffel
mey
er
and
Dal
e D
. Bau
m
© 2
013
Texa
s E
duca
tion
Age
ncy
/ The
Uni
vers
ity o
f Tex
as S
yste
m
Han
dout
6
Exte
nd
ed
An
tici
pat
ion
Gu
ide
(M
akin
g In
fere
nce
s &
Pre
dic
tio
ns)
Nam
e: _
____
___
___
___
___
____
___
____
_
Titl
e: _
___
___
___
___
___
___
____
___
___
___
____
___
____
____
___
___
___
___
___
D
ate:
__
____
___
___
____
____
____
____
__
Be
fore
Re
adin
g: B
rief
ly s
can
th
e as
sign
ed t
ext.
Th
en r
ead
th
e st
ate
men
ts a
nd
sel
ect
eit
he
r ag
ree
or
dis
agre
e. W
rite
a p
red
icti
on
ab
ou
t w
hat
yo
u e
xpec
t to
lear
n
fro
m r
ead
ing
the
text
.
Aft
er
Re
adin
g: R
efl
ect
on
th
e ch
oic
es y
ou
mad
e p
rio
r to
rea
din
g. P
rovi
de
an
exp
lan
atio
n u
sin
g te
xt e
vid
ence
to
su
pp
ort
wh
eth
er t
he
cho
ice
you
mad
e p
rio
r to
re
adin
g w
as c
orr
ect
or
inco
rre
ct. W
rite
a b
rief
su
mm
ary/
refl
ecti
on
ab
ou
t w
hat
yo
u le
arn
ed a
fter
rea
din
g th
e te
xt in
clu
din
g th
e m
isco
nce
pti
on
s yo
u h
ad p
rio
r to
re
adin
g.
BEF
OR
E R
EAD
ING
A
FTER
REA
DIN
G
Agr
ee
Dis
agre
e St
ate
me
nt
Wh
y w
as m
y ch
oic
e c
orr
ect?
W
hy
was
my
cho
ice
inco
rrec
t?
© 2
013
Texa
s E
duca
tion
Age
ncy
/ The
Uni
vers
ity o
f Tex
as S
yste
m
Han
dout
7
Exte
nd
ed
An
tici
pat
ion
Gu
ide
(M
akin
g In
fere
nce
s &
Pre
dic
tio
ns)
Nam
e: _
____
___
___
___
___
____
___
____
_
Titl
e: _
___
___
___
___
___
___
____
___
___
___
____
___
____
____
___
___
___
___
___
D
ate:
__
____
___
___
____
____
____
____
__
BEF
OR
E R
EAD
ING
PR
EDIC
TIO
N:
___
___
____
___
____
___
___
____
___
___
___
____
___
____
___
___
____
___
___
___
____
___
____
___
_
___
___
____
___
____
___
___
____
___
___
___
____
___
____
___
___
____
___
___
___
____
___
____
___
_
___
___
____
___
____
___
___
____
___
___
___
____
___
____
___
___
____
___
___
___
____
___
____
___
_
___
___
____
___
____
___
___
____
___
___
___
____
___
____
___
___
____
___
___
___
____
___
____
___
_
___
___
____
___
____
___
___
____
___
___
___
____
___
____
___
___
____
___
___
___
____
___
____
___
_
___
___
____
___
____
___
___
____
___
___
___
____
___
____
___
___
____
___
___
___
____
___
____
___
_
___
___
____
___
____
___
___
___
____
___
___
____
___
____
___
___
____
___
___
___
____
___
____
___
_
___
___
____
___
____
___
___
____
___
___
___
____
___
____
___
___
____
___
___
___
____
___
____
___
_
AFT
ER R
EAD
ING
REF
LEC
TIO
N:
___
___
____
___
____
___
___
____
___
___
___
____
___
____
___
___
____
___
___
___
____
___
____
___
_
___
___
____
___
____
___
___
____
___
___
___
____
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Ad
apte
d f
rom
: Kel
ley,
M.J
., &
Cla
use
n-G
race
, N. (
20
07
). L
ayin
g th
e F
ou
nd
atio
n f
or
the
Met
aco
gnit
ive
Teac
hin
g Fr
amew
ork
. In
Co
mp
reh
ensi
on
Sh
ou
ldn
't B
e Si
len
t (p
p. 2
2-4
1).
New
ark,
DE:
Inte
rnat
ion
al R
ead
ing
Ass
oci
atio
n. D
uff
elm
eyer
, F. A
.& B
aum
, D. B
. (1
99
2, M
ay).
Th
e ex
ten
de
d a
nti
cip
atio
n g
uid
e re
visi
ted
. Jo
urn
al o
f R
ead
ing
, 35
(8),
64
5-6
56
.
htt
p:/
/ww
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tor.
org
/sta
ble
/40
03
21
58
Jou
rna
l of
Rea
din
g ,
Vo
l. 3
5, N
o. 8
(M
ay, 1
99
2),
pp
. 65
4-6
56
© 2
013
Texa
s E
duca
tion
Age
ncy
/ The
Uni
vers
ity o
f Tex
as S
yste
m
Han
dout
7
