School Improvement in Maryland

Using the State Curriculum: Reading/ELA, Grade 3

Reading/ELA | Informational | Literary | Writing | Language | Listening | Speaking

Lesson Seeds: The lesson seeds are ideas for the indicator/objective that can be used to build a lesson. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.

Standard 1.0 General Reading Processes

Topic E. General Reading Comprehension

Indicator 2. Use strategies to prepare for reading (before reading)

Objective c. Make predictions and ask questions about the text


To ensure that students understand the procedure for making predictions about a text, the teacher should model the steps for making a prediction. First, the teacher should select an age-appropriate text and then show students how to preview the text making sure that students understand what information is learned from the preview. Once the preview is complete, the teacher should repeat the learned information and explain how, based upon the information, a prediction can be made. Next, students should practice the same procedure with a different text and make a prediction about the content or purpose of the new text.


The teacher should select an age-appropriate text that contains one dominant text feature. For example, a text might contain multiple photographs or drawings. Each student in the class should be given a copy of the text. In a teacher-led preview, focus should be placed on the dominant text feature. Based upon this text feature, students should suggest predictions about the content or purpose of the text.


To begin this activity, the teacher should share with students the title of the text they are about to preview and read and a series of predictions about the text. The teacher-formed predictions should be a mixture of correct, partially correct, and incorrect ideas. Next, the teacher should distribute copies of an age-appropriate text whose title has already been shared with students. The teacher should conduct a preview of the text, following which, both teacher and students should discuss which predictions are most likely to be validated based upon a preview of the text.