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 4. Use strategies to demonstrate understanding of the text (after reading)

Objective e. Confirm, refute, or make predictions and form new ideas


Once students have completed reading a text, they should confirm or refute the last predictions that were made during the reading of the text. To continue to make predictions, the student should imagine how the text might possibly continue and share those ideas with the class. In this extension, the student should be able to cite parts of the text upon which he/she based their predictions. For those students who may need a graphic organizer to manage their thoughts, this organizer should help.

After Reading Organizer
Prediction What Happens in the Text Confirmation/Refutation Text Extension Prediction


To complete this after-reading activity, each student should keep all predictions about the text that were made before and during reading the text. At the conclusion of reading, students should be placed in small groups to compare their predictions and be able to defend their reasoning in making them. Once all predictions within the group have been discussed, students should create a hierarchy of predictions by grouping those predictions that were accurate down to those which were inaccurate. Based upon the text, students should share with each other how they were able to be accurate and what led them to make inaccurate predictions.