Predictions+Inferences

ART/MUSIC

While students are reading //Chalk Box Kid//, we will pause in certain places in the text and “draw” an inference of what each student thinks will come next. In the book, when we first find out that Gregory has been working on something in the abandoned building, I would stop the class from reading and hand out the worksheet. The worksheet simply asks the students to make a prediction of what they think Gregory has been working on in the building and draw a picture of what they predict.
 * Name:** Derek Malcore
 * Strategy:** “Drawing an Inference
 * Comprehension Area:** Making Inferences/ Predictions
 * Literature Source:** Bulla, C. R. (1987). //Chalk box kid//. New York: Random House.
 * When Utilized:** During Reading

Mathew Lawniczak- Prediction

Focus on the First Line

 * Name:** Mathew Lawniczak
 * Strategy:** Focus on the First Line
 * Literature Source:** //Picasso, Ceramic Sculpture and Painting//
 * When Utilized:** After they hear the title of a the work of art
 * Overview: ** For this strategy students will be shown a title of a sculptural piece by Picasso. They are going to take from what they know about Picasso paintings and other previous knowledge to predict what the sculptural work “Testa Di Toro” might look like. This will be an introduction activity to the reading //Picasso, Ceramic Sculpture and Painting.// Not a lot of people know that Picasso did sculptures so I want to introduce my students to this knowledge.

Name:**Danielle Schneider
 * Venn Diagram
 * Strategy:** Venn Diagram
 * Literature Source:** //The Real World of The Surrealists// by Malcom Haslam
 * When Utilized:** After Reading
 * Overview:** Students will read the book The Real World of the Surrealists and fill out a Venn Diagram using the information the learn from the text for one side, and their background knowledge for the other side. They then will come up with inferences that they made and fill in the overlapping center of the circles.


 * Title Predictions**
 * Name:** Val Yost
 * Strategy:** Title Predictions
 * Literature Source:** Lockwood, L. (2003). //Beethoven: the music and the life//. New York: W. W. Norton.
 * When Utilized:** Before reading
 * Overview:** In this activity, students will observe the title of an article or chapter that they will read. They then make predictions concerning what the text will be about. Class discussions can be useful for sharing predictions, especially when they differ. After reading, students can be asked to reflect on their predictions, whether or not they were correct.

Strategy:** Cause and Effect Timeline
 * Inferring/Predicting
 * Name:** Amanda Huck
 * Brief Description:** After reading the journal article titled //Focus on Creating: Drawing on Art for Language,// students would write down the different causes and effects relating to the article about how children work with professional artists. They would read about their learning process of art through understanding they key components of what makes a good drawing. By listing the causes and then the effects of working with a professional artist, students will gain a better understanding of the article.

**Name:** Trina Hopfensperger **Strategy:** Text Transformation **Comprehension Area:** Making Inferences & Predictions **Literature Source:** Various Materials to be Researched **When Utilized:** After a Reading/Researching

Students will research various text media, such as novels, non-fiction books, poems, songs, biographies, satire, plays, textbooks, posters, interviews, commercials, letters, comic books, diaries, etc. on the subject of art. They will find three sources they really like and then creatively think of ways to transform the text of one genre into another genre. The teacher will provide ample class time for the students to research different genres of text relating to the field of art so that the students are able to come up with different transformations. Students will be asked to pick their favorite of the three text transformations and present it to the class. Prior to doing so, however, students will be asked to make predictions on how others will perceive the transformation of the text and then infer what that has to say about the importance of the text in its original genre. After presenting their work to the class, the audience will give feedback to either affirm or negate the inferences and predictions earlier made.

ENGLISH

**Name:** Pam Benedon **Strategy:** Prediction Wheel **Comprehension Area:** Prediction/Inferences **Literature Source:** //The Babe and I// **When utilized:** Before and during reading Before reading //The Babe and I//, in a graphic organizer of a wheel, students will make predictions about selections from a text and will then re-evaluate after reading the next section. Along the outer area of the wheel is where students will write their initial predictions. Every time they make a new prediction they will write closer to the middle. By the end of the book they will be able to write in their complete re-evaluations of the book.


 * Chris Mayer**
 * Strategy: Cause & Effect Timeline**
 * Comp. Area:** Predictions/Infereces
 * Literature Source:** Any applicable from Roman Empire Unit
 * When Utilized:** After Reading
 * Overview**: Students will work first individually to gather, organize and articulate three events with a cause and effect relationship from the unit on the Roman Empire. The students will the form groups and create a larger timeline with visuals and explanation of the events chosen/ or why they have a cause & effect relationship.


 * Found Poem**
 * Name:** Sarah Nelsen
 * Strategy:** Text Transformation
 * When utilized:** After Reading
 * Literary Source:** Newspaper article: Johnson leads U.S. in mourning
 * Overview:** After reading this article, students create a poem using only words found in the article. Poems should reflect the “feel” of the article and focus on what the student feels the author of the article is trying to infer from language use, tone, etc.


 * Book Bits 2.0**
 * Name:** Dave Riley
 * Strategy:** Book Bits 2.0
 * When utilized:** Before, During, and After Reading
 * Literary Source:** Paulsen, G. (1998). //Soldier's Heart//. New York: Delacorte Press.
 * Overview:** In this twist of the Book Bits exercise, the teacher rips out a few pages of a cheap soft cover book and gives each student in the class the pages. The students then try to infer what their section of the book is talking about using their own background knowledge and the information given by the author. The students then try to predict what will happen next in the book. After writing down their predictions and inferences, the students compare sections and find out how accurate their predictions were.


 * Name**: Chelsea Ruff
 * Strategy**: Book Bits
 * When Utilized**: Before reading
 * Literary Source:** //Uneasy About Alcohol// by Peter Carlson
 * Overview**: For this activity the teacher cuts out individual lines from the Uneasy About Alcohol and based on their individual lines students predict what the article will be about. Once the students have made a prediction based on their own line they are allowed to wander the room looking at their classmates' lines. After a set period of time students come back to their desks and edit or write a new prediction based on what they read in their line along with the lines of their classmates.

The students will attempt to determine what these two sites are “selling”. They will use clues based on the URL, advertisements, information, and funding to determine which is the more legitimate site as a resource for Vietnam War information. There will be a worksheet accompanied here asking what site is more legitimate, and ask for reasons why.
 * Name**: David Fitzpatrick
 * Strategy**: Inference Advertisements
 * When utilized**: This strategy may be used during and/or after reading.
 * Literary Source**: www.vietnamwar.com, www.vietnam.ttu.edu
 * Overview**:
 * Name:** Mike Schmitt
 * Strategy:** Prediction Basketball
 * Literary Source: **“Killing cats to restore island backfires as rabbits take over.” By Thomas Maugh II //Los Angeles// //Times//
 * When utilized:** before and during reading
 * Overview: Ask the students to predict what will happen in the “all-out scientific war” and write their predictions on a piece of paper. The papers are then wadded up and thrown into a basket. A few of them are taken out and read (maintaining anonymity of the writer). After discussing the predictions, read about half of the article (up to the line, “The rabbits were stripping the island’s vegetation bare.”). Ask the students to predict what steps scientists might take to deal with the cats and rabbits, and repeat the basketball process. This can be done several more times, stopping to ask the students what they think will happen next in the ecosystem, depending on how much time is going to be spent. **


 * PHYSICAL EDUCATION**

**Name:** Amie Heinzelman ** Strategy: ** Book Bits ** When utilized: ** Before reading ** Literature Source: ** Ribeiro, M. L. (2006). Drugs that make you ugly. //Cosmo Girl//, 10, 78. p. 78 Retrieved January 11, 2009, from EBSCOhost. ** Overview: ** Before reading “What makes you ugly” each student will be given a strip of paper containing a phrase. Each student will read the strip and make a prediction in their notebook as to what they think the article contains. Next, the students will move throughout the room reading other student’s strips. From this, they will continue to make predictions on their sheet of paper as to what the article is about. After each student has read anywhere from 5-10 strips, bring the class back together and discuss the predictions, putting them on the board. The students will then read the article.

**Book Bits Name:** Ben Herland
 * Strategy:** Book Bits
 * When utilized:** Before
 * Literature source:** Llosa, L. F., & Wertheim, L. J. (2008). Sins of a Father. //Sports Illustrated//, 2, 30-34. pp. 30-34 Retrieved January 14, 2009, from Wilson Web.
 * Overview:** This strategy is great for getting students to make predictions as well as involving everyone in the process. All students have an inclination to know the future, so this strategy will involve everyone to try and figure out what the future is. Before reading the article, all students are given a slip of paper with text from the article on it. They are to make predictions from their slip of paper. Next, have them share their statement with a partner, and make new predictions again. Then have them wonder around as a class sharing their slips of paper with everyone. They then make predictions again based off of the new information. Lastly, as a class make predictions about the article. And then of course have the students read the article.


 * Name:** Zach Johnson
 * Strategy:** Journal prediction
 * Comprehensive Area**: Making predictions/inferences
 * Literature Source**: Jones, J. L. (2007). //Bouncing Back: Dealing with the Stuff Life Throws at You.// : Childrens Press.
 * When utilized:** Before & during reading

Before reading the book //Bouncing Back: Dealing with the Stuff Life Throws at You//, the students will analyze the front cover of the book, looking only at the title and picture on the book. Based on the title and image on the cover of the book the students will journal their predictions on what they believe the book is going to talk about. As the students read into the book they should keep their predictions in mind. If the students are noticing that their predictions of the book are incorrect, they can create a new prediction based on what they have read. Prediction journals should be updated once a week and are to be shared and discussed with their classmates at the beginning of class.

Arthur Long Strategy: Making a Refined Predicton Comprehension Area: Making Predictions and Inferences Literature Source: Morris, A., & Katzenstein, D. (1996). //Karate Boy//. Dutton Juvenile. Retrieved January 14, 2009, from http://www.plcmc.org/bookhive/books/buybooks.asp?id=1025 When utilized: After reading Overview: This strategy is done after reading the text. The students are asked to generate their own refined prediction. By having the students come up with their own refined prediction that they have, it allows the students to connect with content area of physical education and to the unit of Lifetime sports and activities. [[file:Predictions and Inferences.doc][[file:Karate Boy Refined Prediction Activity.doc]]

**Name:** Christina Mann **Strategy:** Cause and Effect Timeline **Comprehensive Area:** Inferring **Literature Source:** Corinna, H. (2007). //S.E.X.: The All-You-Need-To-Know Progressive Sexuality Guide to Get you Through High School and College:// New York: Da Capo Press **When Utilized:** During/After reading **Overview:** During and after the reading of the specific chapter on sexually transmitted diseases and any other resources they might use regarding sexually transmitted diseases, I will have them fill out a cause and effect timeline worksheet that is featured below. During their reading and after their reading they will decide what happened and why it happened

Traci Behnke Ben Lancour site: [|http://www.nytimes.com] ** Overview: ** Students during this strategy will predict what the article means before they even begin to read it and place that statement in the bottom box. Students will read the article, after they read they will construct a short statement in the second box from the bottom of the pyramid on what the article means for the school and this class. The third box I want the class to predict what the teacher will do next on the account of this assignment and understanding of the comprehension strategy. In the second box, students will write why they liked/disliked the reading. The top box will be one word to describe this article
 * Title Guesser**
 * Name:** Traci Behnke
 * Strategy:** Title Guesser
 * When utilized:** Before
 * Literature source:** Evans, J. (1992). //Adventurers Camping and Survival//. New York: Crestwood House Macmillan Publishing Company.
 * Overview:** The students will make a list of everything they think will happen in this book according to the title. They will have to list what they think the book will be about since it is more of an informational book. When everyone is finished, they will share their ideas to the rest of the class and then everyone will read the book to see if their predictions were right.
 * Pyramid **
 * Name: ** Ben Lancour
 * Strategy: ** Pyramid
 * When Utilized: ** Before Reading/During
 * Literary Source: ** Porter, J. (2008, November 1). Skateboarding in Class? Here, It’s Called Gym. //New York Times//. Retrieved January 13, 2009, from New York Times Web





Sarah Kichefski
 * Venn Diagram **
 * Name: ** Sarah Kichefski
 * Strategy: ** Venn Diagram
 * When Utilized: ** Before/During/After Reading
 * Literature Source: ** Epstein, D. (2008). The ABC's of High. //Sports Illustrated//, 11, 32-33. pp. 32-33 


 * Overview: ** I would hand this Venn diagram out to my students prior to the article reading. I would ask them to write down all of the information they know about Human Growth Hormone and anabolic steroids – the similarities in the middle circle and the differences on the outer circles under their correct heading. Next, as the students are reading the article they will be able to check their inferences, change any mistakes, and add any newly learned information. Original correct inferences should be highlighted on the Venn diagram. After reading the students will check over their answers and correct any final items. This will create a visual outline of similarities and differences of human growth hormone and anabolic steroids. To make the Venn diagram more complex, more circles can be added (another word/topic).



**Name:** Kevin Murphy **Strategy:** Prediction Outcome Chart **Comprehension Area:** Predictions/Inferences **Literature Source:** No Limits: The will to Succeed, by Michael Phelps with Alan Abramhamson` **When Utilized:** Before and after reading
 * Overview:** This activity will be done before and after the students read No Limits by Michael Phelps. Students will start by predicting what they thought would happen in the text and why they thought this would happen. After reading the story, students will fill in the last column of the chart, what really happened.

Nick McFadden
 * Name:** Nick McFadden
 * Strategy:** Inference Advertisements
 * Comprehension Area:** Making Inferences/Predictions
 * Literature Source:** Spark by J.J. Ratey
 * When Utilized:** Pre-Reading

In this activity the student will be making an advertisement for the book spark. They have not read the book yet. All they will have to go on to make a strong advertisement will be the information off of the cover of the book. The cover tells them that the book is about the connection between exercise and learning. Track and field is a very active sport and this is to show the students the participating in a sport can be more than just an extracurricular activity, it can be something that can help increase your ability to learn. This is important for students to learn because students need to be aware that activity has more of an effect on their bodies than just the physical part of it. If students realize that they can possibly improve their grade by having fun participating in something active. Students don’t like to study, this isn’t an alternative to that, what it will do is make studying easier for students to do, therefore they will not dislike it as much.

**Name:** Abby Lewitzke **Strategy:** Backward Predictions **Comprehension Area:** Dance **When Used:** Before and During //A Day in the Life// is an article about a dancer and what she goes through every day. I would love to read the end of the article to my students and have them come up with reasons why they think the dancer is sore, or happy, or whatever. By skipping to the end the students will pay more attention on how our main character gets there. Before I let the students read the article I would have them write down their predictions and as they read I want them to look at their predictions. If the prediction is wrong I would have the students correct the prediction and tell me why it was wrong. This technique has a couple benefits. For one it takes the temptation away from students to just skip to the end, and the students are allowed to let their own minds wonder how this end came to be about. By letting students make their own predictions we let them use their prior knowledge (like what would make them tired or sore) to relate to a new concept.  Pierce Geffers ** Name ** : Pierce Geffers ** Strategy ** : Book Bits ** When Utilized ** : Before Reading ** Literature Source ** : Glover, D. R. (2006). //40 years in the gym: Favorite physical education activities//. Human Kinetics ** Overview  ** This activity will be done before the students read the article. I as the teacher, will cut up sentences from the article into strips and hand one to each student. The students will read the sentence then make a prediction about the article they are going to read. After they have done this, they will go around and talk with other students about there sentence. After this is done, have the students read the article and see if what they predicted is relevant. This is a good way to get students to start thinking about the article and how the article relates to what is being taught in class.
 * Literature Source: ** Stock, G. (2008, December). A day in the life. //Pointe//, 6, 72-78. pp. 72-78Retrieved January 10, 2009
 * Book Bits **


 * Name:** Jessie Scheer
 * Strategy:** Prediction Basketball
 * Comprehension area:** Making Inferences
 * Literature source:** No literature source, just the topic of death and dying
 * When utilized:** Before reading/starting the unit

The students will be informed that they will be starting their death, dying and grieving unit in health class. They will need to write down one thing they know about death, dying or the grieving process and one question that they have about death, dying and the grieving process. DO NOT PUT NAME ON THE PAPERS!! They will crumble up each piece of paper and put them into the proper basket in the front of the room. The teacher will then go through each of the things the students said they know about death, dying and grieving and discuss if they are true or not. If they are not true the teacher will explain in brief why they are not true. After the know basket the teacher will start to pull out the questions the students have and see if any were answered by the things that the students knew or if any one in the class knows the answer. If the students can not answer the question the teacher will keep it till the class can answer the question. The teacher will keep the question basket up somewhere in the class so if students have questions through out the unit they can put it in the basket. The teacher will check the basket everyday and do the same process as at the beginning.

This activity will be done after students are read a story about a person involved with steroids and their that person's friend. The story is as follows: //John and Tim are both in 11th grade and best friends. Tim is ranked first in the state in wrestling and has already received numerous scholarship offers from Division I colleges. John is also on the wrestling team but is a backup to Tim as the teams heavyweight wrestler. He does not and will not receive any scholarship offers but he still plans to pay his way though college when the time comes.// //John has noticed that Tim has been acting odd lately. Tim is still winning all his matches, but he has terrible mood swings and he seems to be very private and spends a lot of time by himself. Tim confides in John that he has been taking steroids so he will be able to win his matches. He makes John promise not to tell anyone because he will almost certainly lose any scholarship offers. He says he promises to stop taking them before 12th grade and is just doing it now so he can get a scholarship.// //John knows the negative consequences of taking steroids and wants to tell his coach or Tim's parents but he is torn. John also knows that Tim's family cannot afford to send him to college without a scholarship. He fears for his friends health, but also for his future. He knows Tim may stop using after the year is through, but fears Tim will continue to damage himself by continuing to take steroids.// //What do you think John will do?//
 * Name:** Kevin Maher
 * Strategy:** Between a Rock and a Hard Place
 * Comp Area:** Making Predictions / Inferences
 * Lit Source:** power point notes on making predictions / inf
 * When Utilized:** After reading
 * Name: Maggie King**
 * Strategy: PLAN**
 * Comprehension Area: Predicting/Inferring**
 * Literature Source:** Gould, Richard H. (1999) //Tennis Anyone//?. McGraw-Hill Companies
 * Utilized when: Before/During/ After**

Students are put into groups where they will work together using the PLAN strategy. They have to Predict what will happen by looking through the chapter at bold headings, captions, and pictures. They have to write down some things they think would be good predictions. Next they then Locate any known or unknown information and write down and mark in the text. After that they will read the text and Add and information that they got by looking it up in a different color pen. Lastly they will take Notes and make a summary for the rest of the class to get the most out of the chapter.

This PLAN guide helps students better organize things throughout the chapter that they would need to know. By giving them a format they can go off of it helps them realize what they should be looking for. By writing thoughts down they can better understand concepts by doing more research on that topic.

Students will then pair up with a partner and make lists of possible outcomes with positives and negatives for each outcome. Each pair will share what they feel the best decision would be and predict the one that John will make. They will use critical thinking and decision making to choose the best option for both parties.


 * Name:** Lindsey Cordes
 * Strategy:** Cause and Effect
 * Comprehension Area:** Making Inferences/Predications
 * Literature Source:** Reynolds, G. (2008, October 31). Stretching: The Truth. The New York Times.
 * When Utilized:** After Reading

After reading Stretching: The Truth by The New York Times the students will make a cause and effect chart. On their chart they will write down things like because the person did not stretch the effect was a pulled muscle. They did not stretch would be in the cause column and the pulled a muscle would be placed in the effect column. After they finish filling it out we would discuss what we came up with as a class. Then any they missed they could fill in as we go.

They will find that if you know the cause you are probably able to predict the future effect. It will help them determine the reasons that things happen and realize for every thing that is done there is some type of consequence whether it is good or bad.