Lesson 2: Supporting Predictions with Text Evidence
No Roses for Harry! | 510L
- Learning Goal
- Support a prediction with evidence from the story.
- Approximately 50 minutes
- Necessary Materials
- Provided: Example Chart, Independent Practice Worksheet
Not Provided: No Roses for Harry! by Gene Zion, chart paper, markers
will explain that in making predictions, we should be able to explain why we made each prediction. I will begin reading No Roses for Harry! by Gene Zion, stopping at page 9. I will model making a prediction about what will happen next based on evidence from the story. (Example Chart is provided.) I think that a little boy is going to find his sweater and give it back. I think this because the picture shows a little boy who sees the sweater in a flower pot. Also, every time Harry leaves the sweater somewhere, someone finds it for him.
Ask: "How did I support my prediction?" Students should respond that you read the story and based your prediction on details from the story.
will continue to listen as I read No Roses for Harry! aloud, stopping at the page on which the bird unravels the sweater (p.15) and the page on which the family searches for the sweater (p. 21). We will chart our predictions of what will happen next and explain our choices. (Example Chart is provided.)
will listen to No Roses for Harry!, stopping after the children and Grandma come running to see what Harry is barking at (p. 25). You will illustrate and write a prediction for what happens next and explain why you made that prediction. (Independent Practice Worksheet is provided.)
TIP: To support students who may need more structure, use the unit Additional Activity A Graphic Organizer during the Independent Practice.
Build Student Vocabulary drooped
|Tier 2 Word: drooped|
|Contextualize the word as it is used in the story||When Harry thought of the sweater, his tail drooped.|
|Explain the meaning student-friendly definition)||To droop is to hang down or sag. When Harry’s tail drooped, it hung down, because he knew grandma would want to see his sweater.|
|Students repeat the word||Say the word drooped with me: drooped.|
|Teacher gives examples of the word in other contexts||If I go too long without watering my plants, the leaves begin to droop. They hang down. The chair was so old that the seat drooped in the middle.|
|Students provide examples||Tell me about something that might droop. Say “Something that might droop is ____________.”|
|Students repeat the word again.||What word are we talking about? drooped|
|Additional Vocabulary Words||notice, lose|
Stop after reading the first page of the book, and explain that a "woolen" sweater is made from wool. Humans get wool from shaving certain animals. The most common animal that provides us with wool is a sheep, but we can also get wool from other animals, like llamas or alpacas. Wool is spun into yarn. Then it can be stitched into a sweater.
Texts & Materials
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