Erin Yago

Bear Tavern Elementary

First Grade
Mrs. Weidman

Wednesday, 11/5/14
Time: 10:00

Readers Workshop: Prediction: Sylvester and the Magic Pebble

Lesson Topic: The teacher will use Big Anthony (previously read) as a model to help the
students identify and understand settings within the story.
Essential Question: Can the students identify and understand where and when the setting
is within the story by using illustrations along with key details?
Standards:
CCSS.ELA-LITERACY.RL.1.3- Describe characters, settings, and major events in a story,
using key details.
Learning Objectives and Assessments:
Learning Objectives

Assessments

The students will understand what a prediction is The teacher will know who is
and what to use as hints to make predictions,
comprehending by probing the students
ex: context clues, pictures, past experiences.
for responses throughout the minilesson.
The students will be able to demonstrate their
comprehension by independently reading and
making predictions in their own story.

The teacher will observe the students

during their independent reading time
and also during their partner read.

Materials: Book: Sylvester and the Magic Pebble

Prior Knowledge: The students will have briefly covered several story elements, including
character, setting and important events.
Hook: The teacher will show the book to the students. She will ask the students to make
predictions about what they think the book will be about. The teacher will ask the students
why they think the book will be about their predictions/ what made them come to those
conclusions.
Instructional Plan:
1. The teacher will have the children gather on the carpet before reading the book and
beginning the mini-lesson.
2. The teacher will make sure she has 100% of their attention before starting.
3. The teacher share the anchor chart about what a prediction is and what to base a
good prediction on.
4. The teacher will begin reading and will stop at certain parts of the book to allow
students to make predictions.

5. She will call on a few students to hear their predictions and ask them for their
supported reasonings.
6. Once a few examples have been covered, the teacher will remind students to use
context clues, illustrations, and prior experiences to make good solid predictions.
7. Students will get their book boxes and with a partner make predictions about each
others books.
8. They will then partner read and determine if their predictions were correct.
9. The teacher will then call the class back to the carpet for a wrap up discussion.
10. The teacher will call on students who wish to share the predictions he or she found
in their book. The teacher will ask the student what key details or illustrations he or
she used in coming to that conclusion.
11. The teacher will then excuse the children from the carpet so they can begin their
writing workshop.
Differentiation: When the students are asked to independently read, if the teacher over
hears students who are struggling, she can gently assist clues that will steer the students in
the right direction to get to the answer. The teacher will allow all students the opportunity to
get to the answer by allowing an adequate response wait time. She can also ask the more
advanced students/pairs to join other students/pairs who appear to be having difficulty.
Questions: When the teacher first presents the cover to the students, she will have them
start thinking about what the story will be about and ask them to make predictions.
Classroom Management: The teacher will use the chime if necessary to gain all the
students attention as they gather on the rug to listen to the story. She will make eye contact
and verbally address anyone who is not using proper carpet manners. She will closely
monitor the students during their independent/partner reading to ensure all students are
doing what they should be.
Transitions: As the students are finishing up their snacks, the teacher will introduce the
book and will be refocus their attention. The students will quickly get excited about their
ideas of what they think the book will be about. At the end of the lesson, the teacher will
transition the class into writing workshop. The students will go back to their desks and take
out their writing folder in anticipation of their next activity.
Closure: The teacher will have a wrap over discussion referring to the prediction anchor
chart, making sure the students fully understand what a prediction is.