Pathwise Instruction Plan
Mentor Teacher: Ms. Freshour
Grade: Kindergarten
Co-Teaching Method: Co-Teaching
Subject: Reading Strategy - Predicting
1. Learning Objectives
What are your objectives for student learning in this lesson? That is, what do you intend
students to learn?
Students will be able to:
 use clues to predict what will happen in a story
 state 2 things to look for at the beginning of predicting (title, pictures)
 determine if their predictions were correct
Why have you chosen these objectives?
We chose these objectives because it is important for students to have these skills when making
predictions during independent and whole-group reading.
What Standards (National or State) relate to this lesson?
LA.K.1.7.1 – The student will make predictions about text content using pictures, background
knowledge, and text features (e.g., title, subheading, captions, illustrations).
LA.K.1.7.3 – The student will retell the main idea or essential message, identifying supporting
details (e.g., who, what, when, where, why, how) and arranging events in sequence.
LA.K.3.1.2 – The student will pre-write by drawing a picture about ideas from stories read aloud
or generated through class discussion.
2. Content Knowledge
What content knowledge do you possess in this area?
The content knowledge I possess in this area is that predicting is sort of like guessing, but it
involves the use of evidence (picture, title, or story clues). I also know that predicting allows the
reader to gain a better understanding of the story and make meaning from the text.
How did you prepare for understanding the content of this lesson?
To prepare for understanding the content of this lesson I looked up ways to explain predicting to
younger students. I found that the key points to share with them is that before reading you should
look at the title of the book and picture on the cover to “guess” what the book might be about.
Then as they read I would show them that they can look at pictures and listen to what is being
read to use as evidence for their new predictions.
3. Student Grouping
How will you group students for instruction?
Whole-group
Why have you chosen this grouping?
We have chosen this grouping because they will be learning explicit methods to predict. This
requires that all students be present so they can learn these basic skills.
4. Methods
What teaching method(s) will you use for this lesson?
We will be using whole-group teaching, modeling, and differentiated instruction.
What students need specific accommodations in this lesson?
Group 1: Tasks supported by greater scaffolding
 Jourdan
 Ny’Angel
 Earl
Group 2: Specific Accommodations
 Ny’Angel
 David
Group 3: High-level Students
 Darris
 Lindsey
 Malek
 Kyle F.
What specific accommodations have you made for these student needs?
Group 1: Give students choices of possible predictions and point out pictures that can assist them
in making a prediction.
Group 2: These students have accommodations that require them to sit closer to the board or in a
specific location.
Group 3: These students will be asked to give more detailed predictions and asked more implicit
prediction questions that do not have as many picture clues. For example, at the beginning of the
story we can ask them what they think the fox is going to do to the pig. During centers these
students will also be asked to draw and write their predictions rather than simply draw and label.
Why have you chosen this method or these methods?
Group 1: These students require more support in answering questions and prompts toward visual
cues in the book in order to predict what will happen next.
Group 2: Ny’Angel needs to sit closer to the board and teacher because of her visual impairment.
David needs to sit in a specific spot on the carpet because of his Autism which requires structure
and consistency.
Group 3: These students are capable of answering higher level questions and can explain their
reasoning more.
5. Activities
What activities have you planned?
Activities
Opening:
Day 1:
Time Allowed
5 minutes
[We walk into the class as “detectives” with a “mystery box”. Around the box there are clues as
to what might be in the box]
Jessica: “Detective Bonkers…is this the class with the mystery box?!”
Betsy: “I don’t know Detective DinkerFoo let’s look around. [Walk around room, eventually
find mystery box] I wonder what could be in this box.”
Jessica: “Look at all these clues, maybe we can predict what’s in the box.”
Betsy: “Predict? What does that mean? [Turn to students] Do any of you know what that means?
(Revised Bloom’s Taxonomy: Understanding; Webb’s Depth of Knowledge: Recall)
(Elicit response)
Jessica: [Respond according to what is said by the students]
“That’s right/Actually, predicting is when you use clues to help you guess something.
Now let’s look at the clues we have here to help us predict what we think might be in the
box.”
Betsy: “Look, look at what we have here! It looks like something was walking here. There are
paw prints.
Jessica: “Hmmm… I predict that there is a panther in the box.”
Betsy: “But wait, look at this clue over here. It’s a bone. Maybe there’s a dinosaur in the box.”
Jessica: “Are you crazy. A dinosaur wouldn’t fit in there. Look over here there’s a leash. Maybe
there’s an iguana in the box!”
Betsy: “An iguana?”
Jessica: “Yeah, you’ve never seen an iguana on a leash before?”
Betsy: “Umm…no not really. Wait a minute…there’s a bowl here too!”
Jessica: “Ohhh I think I know what it is now. The paw prints, the bone, the leash, and the bowl
are all clues that make me predict that there’s a puppy in the box!
Betsy: “Ohh yeah I think that you’re right but I’m tired of predicting so let’s just see what’s in
the box already!
[Opens box to reveal a puppy. Jessica leaves to change]
Yay we’re such great detectives! You see using clues can help you make predictions. I
want you to remember that for later because I heard that today you will be making a lot of
predictions. I’m going to give you all your own magnifying glasses so that you can find
clues to help you predict. Well I gotta go now. Have fun predicting…we always do
[Gives thumbs up]. Bye!”
Jessica: [Walking back in as herself] “Who was that? [Wait] They talked to you about making
predictions? That’s so weird because today Ms. Betsy and I are going to be teach you all about
making predictions as soon as she gets back from her meeting. Oh there she is.”
[Betsy walks back in]
Main activity/activities:
30 minutes
Betsy: “Hey guys did Ms. Jessica tell you what we’re going to be doing today? She is going to
read you a book and we are going to be making predictions throughout the story. On this
chart we are going to write down your predictions and the clues that you used to make
those predictions. When we are done with the story, we are going to go back and see
which predictions were right.”
Jessica: [Read book]
“The title of our book is My Lucky Day by Keiko Kasza. A good way to make a
prediction before you start reading a story is to look at the title and the picture on the
cover. When I look at this book, I predict that the fox is going to have a lucky day after
meeting the pig because he looks like he’s going to eat him. So Ms. Betsy is going to
write my prediction on the chart along with my clues. Now can any of you make a
prediction about what the book will be about? (Revised Bloom’s Taxonomy: Applying;
Webb’s Depth of Knowledge: Basic Application of Skill/Concept)” (Elicit response)
[Continue reading book, stopping at certain pages to have students make predictions and
to let Ms. Betsy write down their predictions/clues on the chart]
I’m noticing that every time the fox tries to eat the pig, the pig always brings up a
problem. First the pig said he was too dirty, then he was too small, and now he’s not
tender enough. How do you think the story is going to end? (Revised Bloom’s
Taxonomy: Applying; Webb’s Depth of Knowledge: Basic Application of
Skill/Concept)
[If no one thinks the pig will get away, ask if they think the fox is going to eat the pig]
Now Ms. Betsy is going to review our predictions and see which ones were right.
Questions to ask while reading: (Revised Bloom’s Taxonomy: Applying; Webb’s
Depth of Knowledge: Basic Application of Skill/Concept)
 Who do you predict is at the door? Why do you think that?
 What do you think the fox is going to do to the pig?
 What do you think the fox is going to do with all this food?
 How do you think the story is going to end?
 Do you think the fox is going to eat the pig?
 What do you think happened to Mr. Fox?
 What do you predict will happen with the bear?
Betsy: [Reviews predictions and places a check mark next to correct predictions]
Closing:
5 minutes
Betsy: “Ms. Jessica and I are going to sing a song to you about prediction, so that you can
remember to predict when you read.”
Song lyrics:
Predict (to the tune of “Row, Row, Row Your Boat”)
What will happen next?
I wonder what will be?
I think I will predict and then
I’ll read and I will see
Was I right or wrong?
Now I will confirm
Predicting helps me understand
All that I have learned!
“Did you enjoy that song?
Now let’s review what we learned today. (Revised Bloom’s Taxonomy: Remembering;
Webb’s Depth of Knowledge: Recall)  Who can remind us what predicting is? (elicit
response) Good job, predicting is making a guess using clues. What things help us make
predictions when reading a book? (elicit response) That’s right, the title and pictures help
us make predictions about a book.”
Day 2
**Center Activity** (4 rotations for 15 minutes each, totaling 1 hour)
To begin we will review with the students what we taught them the day before.
We will ask: (Revised Bloom’s Taxonomy: Remembering; Webb’s Depth of Knowledge:
Recall)
 What is predicting?
 What clues can you use to predict what will happen in a story?
We will read the beginning of When Sophie Gets Angry – Really, Really Angry… by Molly Bang
to the students. Then we will have them make predictions of what they think Sophie will do
when she gets angry – really, really angry. They will be instructed to draw and write about their
predictions.
Questions to ask:
What do you predict Sophie will do now that she is really, really angry? What clues are
you using to make that prediction? (Revised Bloom’s Taxonomy: Applying; Webb’s
Depth of Knowledge: Basic Application of Skill/Concept)
 What do you do when you get angry? (Revised Bloom’s Taxonomy: Applying)
Once students have drawn and written about their predictions, we will read the rest of the book to
them so they can check whether their predictions were correct. (Revised Bloom’s Taxonomy:
Evaluating)
6. Materials
What instructional materials will you use, if any?
 “mystery box”
 Prediction chart
 My Lucky Day by Keiko Kasza
 When Sophie Gets Angry – Really, Really Angry… by Molly Bang
 Predict song lyrics up on the Smartboard
 Violin
Why have you chosen these materials?
We are using the “mystery box” as our hook for the lesson; it will engage the students because
they will be curious to find out what is in the box. The prediction chart is being used as we read
the story because it is our way of keeping track of the students predictions and evidence and then
reviewing it with them at the end to see where they were right and why. We chose My Lucky Day
as the book to read during the lesson because it has a pattern that the students can see and will
help them with their predictions. For our center we will use When Sophie Gets Angry – Really,
Really Angry because we will be able to stop and ask them what they predict Sophie will do once
she is really, really angry. The violin will be used to play the song Predict which we are using to
engage the students as well as wrap up our lesson.
7. Evaluation
How and when do you plan to evaluate student learning on the content of this lesson?
We plan to evaluate student learning on the content of this lesson by asking prediction questions
while reading the book during whole group. Then at the end of whole group we will review the
predicting strategy. During our center activity we plan to evaluate their learning by having them
draw what they think Sophie will do when she gets really, really angry and then write what
evidence they got from the story to make their predictions.
Why have you chosen this approach to evaluation?
We chose this approach to evaluation because teaching prediction lends itself to formative
assessment due to the predicting that takes place throughout the story. Reviewing at the end of
the lesson ensures that the students learned the key concepts of the new strategy. Having them
draw and write to explain their predictions during the center activity gives us an understanding of
whether they were using what we taught them to make predictions.
Adapted for University of Florida Pathwise Instruction and Reflection Form by Vicki Wilson for Salt Fork (Region
10) RPDC and Muskingum Valley Educational Service Center/Muskingum College Goals 2000