1. Metacognitive Skills in Literacy Series B
Part II: Predictions
Alexandria City Public Schools, Dept. of C and I

2. Alexandria City Public Schools, Dept. of C and I

3. Data Analysis Why Students clarify w/o prompting
Students clarify with prompting
Student not yet able to clarify
Don’t know if students can clarify
Why
Next Steps
Alexandria City Public Schools, Dept. of C and I

4. How can we ensure our students are metacognitive readers?
Alexandria City Public Schools, Dept. of C and I

5. What do you think is coming next in the text?
Predicting
What do you think is coming next in the text?
Why do you think that? What is your justification for your prediction?
Alexandria City Public Schools, Dept. of C and I

6. Model strategy through a Think- Aloud.
Strategy Instruction
Model strategy through a Think- Aloud.
Support guided practice with a partner or team so that students are verbalizing their inner voice.
Provide independent practice.
Alexandria City Public Schools, Dept. of C and I

7. Baseball Saved Us Page Prediction Why What Really Came Next
Cover and Author’s Note
About people of Asian descent and how baseball helped them overcome a problem.
Author’s note, pictures, title. I know from We Are the Ship that baseball helped a group of people overcome their inability to play in the majors.
p. 7
p. 12
p. 16
p. 21
Alexandria City Public Schools, Dept. of C and I

8. Your Turn Partners Task 1 and 3 Make a prediction and tell WHY 2 and 4
Read pages 12 to 15
Read pages 16 to 21
Independently
(record in participant booklet)
Read pages 22 to 25
(record what really happened)
Alexandria City Public Schools, Dept. of C and I

9. Japanese-American Internment
Page
Prediction
Why
What Really Came Next
Title and First Caption
Story about how Japanese were put in camps during WW II
Caption of picture and what I learned from reading Baseball Saved Us
End of Page 1
End of Page 2
Alexandria City Public Schools, Dept. of C and I

10. Plan Your Think-Alouds
Good think-alouds take careful preplanning. As a good reader, it is difficult to slow down your thinking and verbalize it so others can ‘see’ what is happening in your brain as you read.
Alexandria City Public Schools, Dept. of C and I

11. Alexandria City Public Schools, Dept. of C and I

12. Evidence of Metacognition
What data and/or evidence can we collect on our students ability to use predicting strategies?
Alexandria City Public Schools, Dept. of C and I

13. How can we ensure our students are metacognitive readers?
Alexandria City Public Schools, Dept. of C and I

14. Planning for Instruction
Read and think through the Transfer Task students will be asked to complete. What will they need to know and do in order to be successful on this task. What text do they need to read in order to acquire some of the learning need for success?
Which of these texts will you use for modeling clarifying? Do you have your script/notes for your think-aloud followed by guided practice?
Which of these texts will you use for modeling predicting? Do you have your script/notes for your think-aloud followed by guided practice?
What assessments will you use in this unit: pre-assessment, formative assessments, summative assessments?
What will be your daily plans for:
Framing the Lesson
Presenting Information and Creating Engagement
Consolidating and Anchoring the Lesson
Alexandria City Public Schools, Dept. of C and I

15. Metacognitive Skills in Literacy Series B
Part II: Predictions
Alexandria City Public Schools, Dept. of C and I