Sample Kindergarten Lesson Plan: "Kekoa and the Mystery Egg" and Making Predictions

 Lesson Objective: Readers will make ongoing predictions based on graphics and text.

Materials: Kekoa and the Mystery Egg by Tia Monteaux Walls, paper or mini whiteboard, something to write with

Connect: Show prediction picture to whole group and have children turn and tell their neighbor what they think will happen next and why. (x2, if time) Have one or two share with the group. Ask them to describe their thinking or point out the clues they used in the picture.

Teach: “Today, I am going to teach you how to make good predictions because careful readers are always thinking about what will happen next in their books. 

Write the word prediction on the board. “A prediction is when someone looks at clues and tries to figure out what will happen next. Watch how I do this as we read a story together”. Start reading Kekoa and the Mystery Egg by Tia Monteaux Walls.

Demonstrate: Read aloud the story and stop several predetermined times to think aloud about what will happen next, based on what has happened so far and picture clues.

Have-a-go: Have students predict what will happen next at a predetermined point in the story. Students will turn and tell their neighbor what they think will happen next, and why. Have one or two share their ideas with the larger group.

“Let’s keep reading to see if our predictions were correct… Show me a thumbs up if your prediction was correct, or a thumbs down if your prediction isn’t what happened”. 

Assessment: “Now it’s your turn. I want you to predict what Kekoa will do to the mongoose. I’m going to show you the pictures on the next page, but I’m not going to read the words until after you make your prediction”. Students will sketch a simple picture predicting what will happen next, and write with words (if able)

I will suggest that those who already have an idea, go off to draw/write. Those that aren’t sure can choose to stay with me as a smaller group and brainstorm some ideas before drawing/writing. 

 This is the main part of the lesson that will be differentiated, in that students will have different abilities for what they can produce. I will differentiate by helping them brainstorm, and then speaking with and scribing for the children who cannot fully/clearly write their ideas out yet in words and pictures. If the other teacher is available, I will have them help me with this, going around while the children are working. 

I will read the end of the book and ask students to reflect on if their predictions were correct. Ask for a thumbs up or thumbs down.

Link: “Today, we talked about how good readers make predictions because careful readers are always thinking about what will happen next in their books. Today, and whenever you read, you should make predictions about what will happen next”.  

Reflection: 

• Were students able to come up with reasonable predictions? 

• Did I choose a good book to illustrate this particular skill?

• Do I need to revisit/re-teach this concept?

• Was I able to differentiate and reach all types of learners?

• Does the student’s product accurately reflect the skill I am teaching? 

How this reflects my personality and personal philosophy:

• I chose a book that reflects diversity: A Hawaiian boy and the culture of his family and community. I try to have a classroom library that reflects diversity in terms of culture, gender, abilities, etc. I try to have books that reflect the cultures present in my classroom, as well as those not present, so students can be exposed to a wide variety of ways of life. 

• I chose a lesson about making predictions because it involves some creativity on the part of the learners. I get excited about teaching lessons that involve creativity. 

• I used a Readers Workshop format because it is what I am most familiar with, structurally. I also find it to be a good format for making teaching points memorable. 

• Read alouds are one of my strengths and I enjoy them, in general. They are essential to developing reading skills and enjoyment, even at older elementary ages.