Learners use information from graphics, text and experiences to anticipate what will be read/ viewed / heard and to actively adjust comprehension while reading/ viewing / listening.
Examples Questions / Statements
- What could the title mean?
- Guess what the text will be about.
- Try to predict the main problem
- Can you predict the ending
- What other endings could occur?
The Crystal Ball
How to do it
1 On the left hand side write TEXT CLUES - in the crystal ball -students write down any text clues or any words that help them to predict what the text will be about. (Using the heading is a good idea. Maybe write it on the board.)
2. On the right hand side write PICTURE CLUES - in the crystal ball - students write down any pictures that may help them predict what the text will be about. (Show the picture from the front cover of the book you are reading, or the graph, table or even illustration from your chosen text.)
3. In the middle of the crystal ball write the heading - MY PREDICTIONS - have students predict what they think the text will be about.
4.Look at the text , discuss and reflect.
How did it go?
The students did well and seemed to enjoy the activity. Most of their predictions were correct. Many students realised how helpful this activity was when we read the whole article. Some of the language was quite difficult but because we had made predictions, students were able to understand the content and remain engaged during reading and discussion time.
Helpful Hints
Remind students to write down everything they see.
* If you do not have time to photocopy a crystal ball - A CIRCLE WILL do!
Class materials
Crystal ball handout (On U drive) Or just draw a circle
Written instructions on wall (Handmade poster or digital)
Text - heading / picture
Full copy of text
Word Prediction Strategy
What is it?
When students use this strategy they activate prior knowledge and the language that they will need to access their reading.
How to do it?Students preview a text - they scan the pictures , headings and any other graphic supports. Students then close their book (or text) then think "What words should I expect to encounter in this passage?"
Students can work in pairs or individually. Students make a list of the words they expect to see in their reading. With each word that they write, students must write or tell WHY they expect to see each word.
DURING READING - Students watch for words to see if they appear in the text. They tally them to see how many they got right.
AFTER READING - Students talk to partners or the class - about WHY some words did NOT appear in the reading selection. Students think about words that they wish thhey HAD predicted.
MATERIALS
Word prediction handout ( On U Drive)
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