Lessons & Units :: Predicting 2nd Grade Unit

Lesson 1: Text Clues and Prior Knowledge

Lesson Plan

The Stories Huey Tells | 470L

The Stories Huey Tells
Learning Goal
Use textual clues and prior knowledge to make a prediction.
Duration
Approximately 50 minutes
Necessary Materials
Provided: Direct Teaching Example Graphic Organizer A, Guided Practice Example Graphic Organizer B, Independent Practice Worksheet
Not Provided: The Stories Huey Tells by Ann Cameron, chart paper, markers

  • Activation & Motivation

    Activate prior knowledge by having students make predictions about a movie based on a blurb. Ideally, using a sequel movie for this activity would provide students with adequate prior knowledge.

  • Teacher Modeling

    will explain that we use “textual clues” and “what we already know” (prior knowledge) when we make predictions. I will read “Blue Light, Green Light” (Chapter 1) from The Stories Huey Tells by Ann Cameron aloud, stopping in the middle of page 4. I will model using the graphic organizer to make a prediction. (Example is provided; see Direct Teaching Teacher Example Graphic Organizer in Teacher and Student Materials below.) I know from the text that Huey has told his brother, his mom, and his dad about his dream and still doesn’t feel better. The text tells me that. I also know that drinking milk and sleeping on plywood doesn’t usually make you have different dreams. So I predict that Huey is going to have the dream again. I am using evidence from the text and what I already know to make this prediction.

  • Think Check

    Ask: How did I make my prediction of what will happen next in the story? Students should respond that you read the text and thought about what you already know about the subject and then made a prediction.

  • Guided Practice

    will continue reading “Blue Light, Green Light” (Chapter 1) from The Stories Huey Tells, stopping at the end of page 8. We will use the graphic organizer to make a prediction. (Guided Practice Teacher Example Graphic Organizer is provided below.)

  • Independent Practice

    will listen to “Blue Light, Green Light” (Chapter 1) from The Stories Huey Tells, up to page 13. You will use the graphic organizer to make a prediction about whether or not Huey will continue to have bad dreams. (Student Independent Practice is provided below.) Note: Read the end of the chapter aloud after students complete the Independent Practice.

Build Student Vocabulary dissolved

Tier 2 Word: dissolved
Contextualize the word as it is used in the story Huey told Julian that in his dream the whole world dissolved.
Explain the meaning student-friendly definition) Dissolve means to disappear in liquid. When Huey said the world dissolved in his dream, he means the world disappeared.
Students repeat the word Say the word dissolved with me: dissolved.
Teacher gives examples of the word in other contexts When I add sugar to my tea, I stir it until it dissolves. The sugar becomes part of the liquid. When you make Jell-O, you add hot water to the powder and stir the mixture until it dissolves.
Students provide examples Tell me about something else that can dissolve. Start by saying, “Something that can dissolve is ___________.”
Students repeat the word again. What word are we talking about? dissolved
Additional Vocabulary Words paralyzed, disappointed

Build Student Background Knowledge

Pause while reading page 3. Ask: Why do you think Huey's mom believes calcium will help him sleep? Explain that calcium is a nutrient found in milk and other foods (like almonds, tofu, cheese, and spinach). It helps humans build strong bones and repair damaged muscles. While calcium probably won't take away bad dreams, it can help children and adults build strong bones and muscles while they sleep.

Texts & Materials

Standards Alignment

(To see all of the ReadWorks lessons aligned to your standards, click here.)

User Comments

Fantastic lesson, thank you!!!!!!!

Submitted by rodgers.troy_1291511 on 10/19/15

Thank you.

Submitted by leee_1096561 on 3/15/15

Great lesson Thank you!

Submitted by suzanne.pepping_1175758 on 2/18/15

Detailed guided instructional approach

Submitted by L Ferguson on 8/25/14