Standard 3: Critical Reading and Writing Students will apply critical thinking skills to reading and writing.

2.3.R.5 ​Students will use details from the literary or informational text to draw conclusions and make predictions.

Student Actions

Teacher Actions

• Students draw conclusions using information from the text and their own knowledge.

• Students make predictions using information from the text and their own knowledge.

• Teachers explain that readers need to draw conclusions and make predictions based on information they get from the text and also from what they already know. 

• Teachers will model how to combine details with what is already known about a topic to draw conclusions.

• Literary text example: Read aloud the following sentences:  Sara’s pet ran to her with a stick in his mouth. He wagged his tail, dropped the stick at her feet, and barked. Then ask, “What kind of animal is Sara’s pet?” When the students answer that it is a dog, the teacher should explain that they used the details from the text along with what they already knew about dogs to conclude that Sara’s pet was a dog.

• Informational text example: I already know that grizzly bears eat fish. The text tells me that grizzly bears prefer habitats along rivers or streams. I can conclude that the bears prefer these habitats to be near their food source, fish.

• Teachers will model how to combine details from a text with what they already know about a topic to make predictions. 

• Literary text example: Read aloud the following: A few raindrops hit the window, then a few more.  Before long it was raining hard!  I watched the rain make puddles all over the playground and turn dirt into a muddy mess.  I didn't need my teacher to say it- I knew where recess would be today.  Ask the students to predict where recess will be and how they know.  After hearing answers, explain that they combined the details from the text with their knowledge to know that inside recess happens when it rains.

• Informational text example: Tell the students that the book title is “Dogs”. Read aloud the following headings or chapters from the book: German Shepards, Poodles, Bulldogs, and Beagles. Ask the students to predict what  information they will find in this book. Explain that they combined the details with their knowledge of dogs to predict that this book will give them information about different breeds of dogs.

• Teachers will provide opportunities for students to begin to use details from a text to draw conclusions and make predictions during the whole group, read alouds, and small-group discussions about text. 

• Teachers monitor and provide opportunities for students to receive feedback while students are beginning to use details from a text to draw conclusions and make predictions.

Recommendations

Key Terms & Related Objectives

When students draw incorrect conclusions, teachers can….

• review the details from the text with the student to determine if they support the conclusion. 

• Example: The text says the animal was white with black stripes. You concluded that they were describing a hippo. Do hippos have black stripes?

• play the “paper bag mystery person” game. Put items in a bag and have students guess who the bag belongs to. 

• For example: put the following items in a paper bag, stethoscope, bandages, and rubber gloves. The bag belongs to….a doctor.

When students make incorrect predictions, teachers can….

• review the details from the text with the students to determine if they support the prediction. 

• Example: The text says it was a rainy day. You predicted that the children would fly their kite. Would you fly a kite in the rain?

• read a book with predictable text. Pause during reading to allow students to make predictions about what will happen next.

• 2.1.S.2: Collaborative discussions

• 2.1.S.4: Report in a group/individually

• 2.2.R.1: Determine main idea/key details

• 2.2.R.4: Summarize facts and details

• 2.3.W.2: Informative writing