Predicting is a strategy in which readers think
about what they are going to read based on clues from the reading. It is an
ongoing process that actively engages the reader in two ways: The reader’s mind
is a jump ahead, trying to figure out what is coming next (making new
predictions), while at the same time the reader is revising and refining the
old predictions.
Three-Column Prediction List
A simple way for students to organize and review their predictions is to have them make a three-column list. In the left column, they can write their predictions. Especially when you first use this organizer, have students focus on some of the basic questions of when, where, who, and what.
In the middle column, they can jot down what clues in the text prompted them to make their predictions. In order to do this, they will need to skim the text—including pictures, maps, tables, headings, and other text features. You might have them discuss their ideas in small groups or with a partner. Then, while they are reading, they can list the facts they find that support—or refute, if that is the case—their predictions.
Finally, in the after-reading phase, they can fill in the right-hand column, confirming or refining their predictions using the information they found in the text. As part of the after-reading strategy, you might have students share their ideas so they can learn from one another’s train of thought.
A simple way for students to organize and review their predictions is to have them make a three-column list. In the left column, they can write their predictions. Especially when you first use this organizer, have students focus on some of the basic questions of when, where, who, and what.
In the middle column, they can jot down what clues in the text prompted them to make their predictions. In order to do this, they will need to skim the text—including pictures, maps, tables, headings, and other text features. You might have them discuss their ideas in small groups or with a partner. Then, while they are reading, they can list the facts they find that support—or refute, if that is the case—their predictions.
Finally, in the after-reading phase, they can fill in the right-hand column, confirming or refining their predictions using the information they found in the text. As part of the after-reading strategy, you might have students share their ideas so they can learn from one another’s train of thought.
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Your prediction—What do you think this will be about?
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What clues did you use?
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Now that you have finished reading, how would you change your
prediction?
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When?
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Where?
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Who?
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What?
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