Through this lesson, students will show that they understand how to use their knowledge of nonfiction texts to generate predictions. At the end of the lesson, students are able to: 
- Anticipate the topics they will read about. 
- Examine important aspects and consult the text to bolster your forecasts. 
- Validate and revise predictions while reading

- How can literary and informational texts make sense to strategically-minded readers? 
- In what ways can read aloud from a text prompt reflection and action? 
- What is the true purpose of this text?

- Recount: To tell a story in detail. 
- Prediction: An educated guess about what will happen based on the text and background knowledge. 
- Text features: Tools used by an author to add information or further explain a concept in a nonfiction text.

Nonfiction books with interesting titles and a picture on the front, such as the following:
- Cobblestone Publishing. (2007). If I Were a Kid in Ancient China: Children of the Ancient World. Cricket Books.
- Stephanie F. Del Grande. (2008). Yellowstone National Park for Kids, Preteens, and Teenagers: A Grande Guides Series Book for Children. iUniverse Inc.
- Gina Ingoglia. (2008). The Tree Book for Kids and Their Grown-Ups. Brooklyn Botanic Garden.
- Helaine Becker. (2009). The Insecto-Files: Amazing Insect Science and Facts You’ll Never Believe. Maple Tree Press. 
- Bobbie Kalman. (2006). Endangered Butterflies. Crabtree Publishing Company.
Teachers may substitute other books to provide a range of reading and level of text complexity. Alternative books should be nonfiction texts with interesting titles and a picture on the front.
- copies of the Making Predictions graphic organizer (L-3-4-1_Making Predictions Graphic Organizer), two per student
- a bag with items to represent a specific book character
- pictures of three book characters

The purpose of this lesson is to help students get a deeper knowledge of how to make predictions while reading nonfiction texts. 
Observe the pupils as they converse with their partners. Assess pupils' proficiency in the following areas: 
- To make predictions, examine text features in the book. 
- Validate or modify their hypotheses in light of the textual evidence they cited.

Explicit instruction, modeling, scaffolding, and active engagement 
W: Go over the qualities of nonfiction writing. As you demonstrate how to develop predictions while reading nonfiction texts and how to validate or revise those predictions, have students watch and engage. 
H: Assign students to groups and have them use the different features and their past knowledge to predict what the nonfiction piece will contain. 
E: Assist students in determining, in light of textual evidence, whether their predictions are accurate or need to be modified. 
R: Give students the chance to share their predictions with the class as a whole and then discuss them with a partner. Students should be encouraged to defend their choices or revise them in light of textual evidence. 
E: Allow pupils to show off what they have learned by observing them to gauge their comprehension of forming predictions when reading nonfiction texts. 
T: Give students the chance to demonstrate their ability to create predictions while reading nonfiction texts by giving them the chance to work independently and by allowing them to participate in small and big groups. 
O: This lesson's learning exercises include large-group instruction and discussion, small-group inquiry, pair work, and individual application of the material. 

Topic: How might prediction aid in the comprehension of nonfiction writings by readers?

Select three book characters to help you get ready for the lesson. Stuff a bag with objects that each symbolize a different character. Display character images on the board.

Say, "We have a mystery to solve today. We must track down the person who owns this bag." Take things out of the bag one by one. Encourage students to guess which character might be the owner of the bag by displaying each item. Request an explanation for their forecasts from them. Ask students if they would like to change their predictions after all the things have been displayed. Then, unveil the character. Make note of the fact that students changed their predictions after each item was displayed and provided evidence to support them.

Part 1

Pose a question, "What is nonfiction ?" (An article or book that is fact-based)

Present the covers of many nonfiction books to your students. "What predictions can you make from the cover of a nonfiction book?", you ask. Talk about how a reader can infer information about a book by glancing at the cover image, title, and any additional text.

Ask, "Why might you want to predict something about a book before you've read it?". Possible responses could be as follows:

to decide whether it's a book I want to read.
to determine whether the content in this book matches what I'm looking for.
to aid in my reflection on previous encounters with that subject so that I might draw conclusions as I read.

Present the cover of The Insecto-Files: Amazing Insect Science and Facts You'll Never Believe to your pupils or any similar nonfiction book. Using information from the cover or previous knowledge, ask students to make predictions about the plot of the book and to justify their predictions.

Take the class on a visual walk through the book once the kids have had a chance to discuss their opinions. Turn the pages of the book slowly, pointing out each picture to the students. Before turning the page, ask kids to consider, "What is this picture telling or showing me?" ( Encourage struggling students to focus on the major subject matter of the image. Next, draw pupils' attention to the image's background and perspective to ensure they are fully aware of all the nuances.) Demonstrate how to make predictions using the images in the book. Ask pupils to predict what they believe the book is about after you have modeled a few. Invite pupils to express any questions they may have and any details they have noticed. On the board, chart paper, or interactive whiteboard, duplicate the L-3-4-1_Making Predictions Graphic Organizer. Set an example for completing the organizer.

As you read aloud from the novel, have the students check or revise their predictions, providing textual evidence to support their choices based on an analysis of the main concepts and specific details.

Assign students to complete a visual walk through a different nonfiction book in pairs. Urge them to talk about the hints that the images offer.

Part 2

Assign a nonfiction book appropriate for each student's reading level. Instruct pupils to go through the book picture by picture. Ask them to complete a copy of the Making Predictions Graphic Organizer as they formulate their predictions. Remind students to use the visuals as evidence to support their predictions. Encourage pupils to revise their predictions if the main themes and details in the book do not support them.

Extension:

Read aloud from a nonfiction book to the class and have them complete the L-3-4-1_Making Predictions Graphic Organizer to give them further experience. Assist students in using the book's evidence to support or modify their predictions.
Ask students to list other textual elements found in a nonfiction book as a way to extend the lesson. Headings, captions, graphics, pictures, bold or italicized text, and tables of contents are a few examples. Ask students to consider how these elements influenced their predictions about the book's plot.