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The IPG

Interns Name: Makesa LeVeck Date: October 8, 2014



Subject: English Language Arts and Reading (ELAR)

Grade Level: 3

1. TEKS: ELAR 3.2.A
Students use ideas (e.g., illustrations, tittles, topic
sentences, key words, and foreshadowing clues) to make
and confirm predictions.

Objective: I/we will use ideas to make and confirm
predictions using illustrations.

2. Big Understandings
It is important to be able to form ideas from pictures and
drawings (e.g. a book cover illustration of a little girl in a
park can give clues as to what the book is about).
3 Assessment Evidence
Students will demonstrate understanding of making predictions using book illustrations. Students will be given book
covers and asked to predict what they think will happen in the book. (Technology incorporating computer(s) for
PowerPoint (PPt) and or illustrations, iPads for book illustrations.)

4. Opening Hook
T -- (Presses the projection button to activate a slide with sound) What was that? Can you point to where the sound
came from? Its a book cover! Who like reading books or listening to stories thumbs up/down? And look at what else
is up there; its one of our friendly questions of the day! Lets read it together. Can you judge a book by its cover?
How many of you have heard someone say this before? Can we judge a book by its cover? Today we are going to
find out. (Pointing to student objective) Today we will use ideas to make and confirm predictions using illustrations.

5. Instructional Strategies / Student Activities

Teacher Input/Modeling
1) T (Point to the board) Look, we have three words that are different. The words are Confirm, Predictions,
and Illustrations.
2) These three words are our look at me words. They love attention. They love when people look at them.
3) Point to the look at me words.
4) Now, lets take a closer look at the look at me words.
5) Confirm = Its just like saying OK. (e.g. Did ____ turn in his/her her homework last night? (Shuffle around with
paper, then pick one up) Oh, here it is. It is confirmed, ok, he/she did turn it in.)
6) Prediction = Is like a guess, but not just any guess, this guess is special. (Take out the magnifying glass) You
have to think and investigate to be able to make this kind of guess or prediction. (e.g. If your mom or dad
wake you up for school in the morning, can you predict or special guess if it is sunny outside if you do not
open your eyes first? (Lets try it together. Close your eyes and stretch. Can you see anything with your eyes
closed?) No, you have to open your eyes. And when you do open your eyes, if there is light shining through
your window, give me a thumbs down if you think the sun is out; give me a thumbs up if you think there are
dark clouds outside? Yes, it is probably sunny outside. You just made a prediction! Great job!
7) Illustration = A picture.

Modeling
1) Lets look at the illustration or picture on the board. This is the cover of a book.
2) Let me take out my magnifying glass to investigate. Why do I need to investigate (CFU)? Remember, I have
the think and investigate before I can make my prediction. And, what is a prediction? (CFU) Great job
remembering that look at me word!
3) What do I see in this illustration? Make sure your looking at the illustration just in case I miss something.
4) I see
5) By looking at the illustration, what predictions can I make about what is going to happen in this book?
6) I predict that this book will be about
7) Give me a thumb up if you think my prediction is right and a thumb down if you think my prediction is wrong.
(CFU)
8) How can I confirm if I am right or wrong? What does confirm mean (CFU)? Awesome! I can read the book.
9) Lets find out if my predictions are right!

Guided Practice
1) Now, we are going to make a prediction together, using an illustration.
2) Everyone look under your seats. One person in each group has a box under their seat. Put the box on your
table. Everyone take out a piece of paper and a pencil to write with.
3) In your boxes, there are materials for everyone in your group to use for this activity.
4) There are magnifying glasses in the boxes for you to use to investigate. So, before we make our predictions,
I want to see you with your magnifying glasses to show me that you know when to look for clues.
5) Can we judge this book by its cover?
6) Lets look at the illustration on the board. This is the cover of a book.
7) Take out your magnifying glasses to investigate. Remember, we have the think and investigate before we can
make a prediction.
8) What do we see in this illustration?
9) You have one minute to write down everything you see.
10) We are not making predictions yet. We are just looking and writing down what we see.
11) By looking at the illustration, what predictions can we make about what is going to happen in this book?
12) For a minute, quietly talk about it in your groups.
13) This group, what did you all predict? Raise your hands if your group predicted the same thing? (Ask groups
that dont raise their hands, what did they predict?)
14) Lets find out if our predictions are correct!
15) Look at the two illustrations.
16) Look at the title of the book.
17) Amelia Asks Why?
18) And look at one of the pages in the book. Amelia is asking her mom why she is cleaning the kitchen.
19) So, were your predictions correct?
20) Give me a thumb up if you were right and a thumb down if you were not.

CFU (Checking for Understanding)
Throughout this whole process, the teacher is questioning students and monitoring to check for understanding and
providing feedback.

Independent Practice
1) Now, you are going to make a prediction on your own, using an illustration.
2) But, before we do that. Lets make sure we know what those look at me words mean. On the board are our
look at me words. I am going to match the look at me words with their meanings. (mix the words up. do it
wrong. let the students correct me to check for understanding)
3) There is an example of a book cover in your materials box. The boxes that had the magnifying glasses in
them. Each person take an illustration. This is not a group activity. Each person has to make his or her own
predictions.
4) Quietly write down what you see first, and then write your predictions. I should see a list of words and your
prediction. I predict that this book will be about
5) You have about one and a half minutes. Begin.

6. Materials / Resources
Lesson PowerPoint
Books to go with lesson
Look at me words to put on board
Color box
Magnifying glass for each student (play toy)
Book illustration(s) for each student

7. Grouping Patterns
Whole group, pairs, individual

8. Ending, Summary / Reflection
Who can tell me our friendly question of the day for this lesson? Did we answer that question? Can we judge a book
by its cover? Who can use our 3 look at me words to tell me what we have to do in order to judge a book by its
cover? Awesome! You used the words and their meanings correctly. Give me a thumb up if you enjoyed this lesson
and a thumb down if you did not. Okay, I will remember that when we do lessons in the future. Great job paying
attention and working with whisper voices in our groups.

9. Technology
Incorporate computer(s) for PowerPoint and book illustrations; iPads for book illustrations (could be overhead or Elmo
machine, etc.).

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