- English Language Arts and Reading
- Grade 5
- Comprehension skills
make and correct or confirm predictions using text features, characteristics of genre, and structures;
Using a picture book or an informational text that includes illustrations or images, ask students a series of questions to help them make predictions about the text.
Questions to Ask:
This assessment example requires students to use what they know about a text in conjunction with features of the text and genre to make predictions about the text. Students must be familiar with text features and characteristics of genre and understand what those features and characteristics may reveal about the story.
1. Liang, L. A., & Galda, L. (2009). Responding and comprehending: Reading with delight and understanding. The Reading Teacher, 63(4), 330–333. doi:10.1598/RT.63.4.9
Summary: Using DeCamillo's Because of Winn-Dixie as their focal text, the authors describe the use of predicting and visualization exercises in the classroom. Students are asked to reflect on a personal situation in which they were been new and consider how that felt and what happened. This reflection serves as a springboard for students to make predictions about what will happen in the story's narrative structure. The visualization exercise focuses on getting children to visualize images from poetry and then illustrate those images. Although the article is targeted for primary grades, it can be scaffolded for older students. For example, students could illustrate a poem through digital art or photography.
2. Risko, V. J., Walker-Dalhouse, D., Bridges, E. S., & Wilson, A. (2011). Drawing on text features for reading comprehension and composing. The Reading Teacher, 64(5), 376–378. doi:10.1598/RT.64.5.12
Summary: Whether in or out of school, students are introduced to different forms of texts that can be useful in developing comprehension and writing skills. Texts may include a sequential order of events, descriptive writing based upon history and science, poetic texts, graphic novels, juxtaposition depicted by gestures, visual images, and music. This study suggests that whether the texts are informational or narratives, students will over time develop a process to connect stories to their personal experience, personal questions, and interests. Research and accommodations for instruction are included.