| Body | In this activity, learners will make predictions about a given text before reading, and compare their predictions with those of their peers. Novice learners, in combination with the target language, can also make these predictions with pictures and/or phrases in their first langugae. More advanced learners can use the target language throughout.
Learning outcomes:
Learners will be able to:
- Articulate two pieces of information they already know about the text
- Predict two things they would need to learn to be able to understand the text
- Compare their answers to those of their peers
Mode(s): Interpretive
Materials: Making Predictions: Prepare for Reading video, Group Predictions Handout, Prediction Exchange Individual Handout, post-it notes (or slips of paper and tape), short reading text of teacher’s choice (printed or digital)
Procedure:
- Select the texts learners will be using before beginning the lesson. You will need one text per each group of 3-4 students, that learners have not yet read (ideally one that is completely novel to them). Texts can be matched in subject matter and genre to fit curricular themes and goals, and in complexity to fit learner proficiency level(s).
- In the whole group, ask learners to think about situations where they have made predictions in their own lives. When did they make predictions? What kind of information did they use to make them? How much information did they need to make a prediction? Where did they get this information? Point out that making a prediction relies on using information we already know.
- Then show learners the Making Predictions: Prepare for Reading video. After watching the video, remind learners of the KWLH (or KWL) chart (mentioned in the video). Ask learners to recall what the K (What I Know) and W (What I Want to Learn) parts of this chart mean. Then tell learners they will be using the K and W parts of this chart to record what they already know, and predict what they will need to learn, about a reading text they will be seeing for the first time.
- Divide learners up into groups of 3-4, and give each group a copy of the Group Predictions Handout and sticky notes or slips of paper (4 notes or slips per person). Give each member of the group a copy of their assigned reading text.
- Tell learners that they will be filling out the Group Predictions Handout together, to create a document that shows what the whole group knows (K) and what they all want to learn (W). Each learner will take a turn writing down one K (a thing they know about the text) and one W (a thing they want to learn) in the spaces on the handout. After they have written their entries for K and W, they should cover them with a sticky note or slip of paper so that their peers cannot immediately see what they wrote. This will help ensure that each learner has time to look at their text, notice elements about it (titles, pictures, captions, genre, etc.), and come up with their K and W without being influenced by others’ answers. Each learner should take two turns to write down a K and a W (or more if time allows). They can write in the L2, or in a shared L1 if needed (depending on proficiency levels).
- Once learners have all written down 2 pieces of information they know and 2 things they want to learn, give each learner a copy of the Prediction Exchange Individual Handout.
- Have each group remove the sticky notes or slips of paper from their Group Handout, and read through, together, the K and W entries they all wrote. Ask them to notice any similarities and differences between what they and their peers wrote down. Did their group members know similar or different things? Do they want to learn similar or different things?
- Once they have read through the Group Handout, each learner will fill out their Individual Handout. On this handout they will write down any trends they noticed for their groups' K's and W's, as well as any information that was new to them, or new things they want to learn. Allow learners adequate time to fill out this handout.
- Then bring the whole group back together, and ask learners to reflect on what any similarities or differences they noticed within their small group. Were there any noticeable trends? Were they surprised by any of their groups’ K’s or W’s? Why or why not?
- If learners don’t have much in response to the quesitons from step 9, remind them that making predictions relies on using knowledge one already has. For example, if you have different knowledge than someone else, would you make a different prediction about what the text is about, or about what you would need to learn to better understand it? Why or why not?
Modifications:
- This activity can be revisited after learners have read their texts in order to complete the remainder of the KWLH chart mentioned in the video. Learners would then make lists for L (what I learned) and H (how I learned it), in addition to their already completed lists for K and W.
- This activity can be modified for digital learning environments by having learners examine their texts and fill out the two worksheets digitally. Learners may skip taking turns and covering their answers if filling out a digital Group Handout. In this case, learners can use a Google Jamboard or similar, which allows them to add their ideas as individual sticky notes and then to move and arrange the notes to point out any trends they see.
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