Capacity Building of Key Stage 1

Teachers on Learning Recovery in

Literacy and Numeracy via
School-based Learning Action Cell
 Module 1
Session No. 2
Enhancing Predicting Outcome
Skill Toward Improved Reading
Comprehension
 Professional Standards Covered

Proficient Teachers
Strand 1.5.2 Apply a range of teaching strategies to
develop critical and creative thinking, as well as other
higher-order thinking skills.

Highly Proficient Teachers

Strand 1.5.3 Develop and apply effective teaching
strategies to promote critical and creative thinking, as
well as other higher-order thinking skills
 Terminal Objectives

At the end of the session, the participants shall be able to

accomplish the intended output for each of the following
groups:

For Highly Proficient Teachers- Craft a lesson exemplar

utilizing the discussed classroom pedagogies and other
research-based classroom strategies in developing predicting
outcome skill.
 Terminal Objectives

For Proficient Teachers- Craft a lesson plan

utilizing/integrating the discussed classroom pedagogies in
developing predicting outcome skill.
 Session Objectives

1. Explain relevant and significant concepts about

predicting outcome skill;
2. Apply various strategies in teaching predicting
outcomes; and
3. Cite the importance of enhancing predicting outcome
strategies in developing higher-order thinking and
creative thinking skills among learners.
 Introduction

Priming:
Recapitulation/
Setting of
Expectation

Graphics: NDA
 Introduction

Pass the Hot Potato

Directions: Pretend that you

have a steaming hot potato in your
hands and pass it around. Make
sure to let go of it as quickly as
possible so they don’t get burnt.
When the music stops, whoever
holds the potato shall answer the
question. Graphics: NDA
 Priming

What did you like most in the

previous discussion?
 Priming (cont’d)

What are the concepts you can

still remember?
 Priming (cont’d)

What is your expectation from

today’s session?
 Priming (cont’d)

What is your expectation from the

facilitator?
 Activity 1: Pop Quiz
Agree- Put your hands on your head, Disagree- Cover your ears with your hands
 Self-Reflection
Task 1: FIRST THINGS FIRST
What do you have right now? In the 1st column below,
write down all the words you know about predicting
outcomes. In the 2nd column, draw a smiley face that
describes your feelings now based on what you
already know, and in the 3rd column, write the
strategies you have been using in teaching this
competency. (The sheet is provided in the module)
 Leading Activity

Task 2: Let’s read the story of Teacher Ana. On a piece

of paper, write a simple note for Teacher Ana like I feel you
and You did great things. (5 minutes)
 Leading Activity

Think-Pair-Share ( 5 minutes)
Discuss with your partner your answers to the following
questions about the story of Teacher Ana.
1.What do you think is the common problem of the learners?
What do you think are the reasons for this problem?
2.What teaching strategies does the teacher employ?
 Leading Activity

Think-Pair-Share (cont’d)

3. What other possible strategies may be employed by the

teacher to meet the objective of the lesson?
4. If you were to teach a specific lesson, how would you do
the pre-reading, during-reading, and post-reading
activities to develop predicting outcome skill among
learners?
Task 3: Read and understand the article written by
Bailey (2020) indicated in the module.
Processing Questions

1.What is the main idea of the article?

2.What are the key terms we need to remember so that we

can teach this skill?

3.What are the common and proven strategies discussed in

the article?
 Key Concepts/Contents

1. Clues refer to the pictures, words, statements, and actions that

will lead the learners to make predictions.

2. Directed Reading Thinking Activity- This is a strategy that

guides learners in asking questions about a text, making
predictions, and then reading to confirm or refute their
predictions. The DRTA process encourages learners to be
active and thoughtful readers, enhancing their
comprehension.
2. Inference is a conclusion made on the basis of evidence and
 Key Concepts/Contents
Related terms (Cont’d)
4. Modeling- It is the demonstration of the tasks to do. It
happens in reading by reading aloud first or doing the tasks
before asking the learners to do the same.
5. Prediction- It is the process of using evidence from a text
to say what may happen next, what events may unfold, or
how a character may behave.
6. Schema- It is a reader’s background knowledge. It includes
knowledge, experiences, places you have been to, and the
like.
 Key Concepts/Contents
Related terms (Cont’d)
7. Think Aloud is the process where the teacher reads a
section of a text aloud, pausing every now and again to reveal
what they are thinking about and doing to understand what
they are reading. This helps to make predictions.
8. Explicit Teaching is a system of step-by-step instructional
approaches in which teachers examine each element they are
planning to teach and continually check for understanding.
 Key Concepts/Contents
Related terms (Cont’d)

9. Graphic Organizers- Graphic organizers are the

best instructional tools that can be used to organize the
thoughts of the text based on the presented (explicit)
details of the narrative text.
10. Picture Walk- It involves looking at pictures in a
picture book to familiarize the learners with the story
prior to introducing the text.
 Key Concepts/Contents
Related terms (Cont’d)

11. Worksheets- Worksheet completion is a paper

listing questions or tasks for learners and or a paper
for recording work done or in progress
 Suggested Strategies
1.Predict-Read-Confirm Cycle

It is an interactive reading
strategy that helps students actively
engage with a text by making
predictions, reading to gather
information, and then confirming or
revising their predictions. This strategy
promotes critical thinking,
comprehension, and reflective learning.
How to use PRCC?
1. Predict
Before reading, have learners predict the content of the
text.
a. Preview the Text- The teacher provides clues such as
title, images, or opening paragraph.
Ask predictive questions:
● What do you think will happen next?
● What do you think the text is about?
● What might the character do based on what you know?
 b. Talk About Predictions- Let the learners talk about their
predictions. They will put their predictions in the three
prediction jars. After reading the story or segment of the story,
the class will determine who has the correct prediction.

Graphics: Anthony Acedera

2. Read- Let the learners read the text, looking for information
that supports or refutes their predictions.
a.Read Purposefully- Instruct learners to read with their
predictions in mind, looking for evidence that supports or
disproves them.
b. Mark Key Points- Encourage learners to highlight,
underline, or make notes in the text where they find clues that
confirm or challenge their predictions.
c. Pause at Key Points- During group reading, have the
learners pause at strategic moments to ask, "Does this
information match my prediction? How?”. You may use the
graphic organizer that follows:
3. Confirm or Revise- After reading, students reflect on their
predictions and decide whether they were accurate or need to
be revised.
a.Confirm prediction- Ask students to explain how the text
supported their predictions. This can be done through class
discussion, group work, or individual reflection.
b. Revise Predictions- If their predictions were inaccurate,
ask students to revise them based on the new information from
the text. Encourage them to explain why they adjusted their
predictions and what clues led them to the new conclusion.
c. Reflection- Have students reflect on the prediction process.
Questions could include:
• "What made your prediction correct?"
• "What new clues did you find that changed your
prediction?"
- "How did your thinking evolve as you read?"
Task: Engagement Activity- In 10 minutes, study and
discuss within the group the steps in using this strategy.
 Suggested Strategies

2. Modeling through Think Aloud Strategy

It is a highly effective teaching strategy where the teacher
verbalizes their thought process while reading a text. This
technique demonstrates how skilled readers approach a text,
including making predictions, drawing inferences, and
monitoring understanding. By thinking aloud, the teacher
models the internal dialogue that occurs during
reading, making invisible cognitive processes visible to
students.
 Suggested Strategies
How to use TAS?
a. Introduce the Concept of Prediction- Explain the
meaning of prediction. Use samples to explain further.
b. Pre-Reading Prediction- Predict the story based on the
clues such as pictures and title.
 Suggested Strategies
For the language component, the following sentence starters
shall serve as prompts for the learners:
I think the character will….

I predict that…because…

I think that story will end when…..

 Suggested Strategies
c. Modeling While Reading
Read aloud the story. Stop at key points and think aloud.
Use simple language to verbalize your thoughts.
d. Check Predictions
After reading a section, confirm or adjust the prediction.
You may say “ I thought the dog would die, it did not. My
prediction was not right.”
 Suggested Strategies
e. Encourage Participation
In the next sections, have the learners make their
predictions. After each segment, ask volunteers to check
their predictions.
f. Summarize
Ask the class to retell the story to confirm their
understanding of the story.
Task: Engagement Activity- In 10 minutes, study and
discuss within the group the steps in using this strategy.
To better execute the strategies, there are various tools or aids
that may be employed from pre-reading to post-reading
segments:
1.Worksheets
2.Graphic Organizers
3.Pictures
1.WORKSHEETS are educational tools designed to help
students practice the skill of making informed guesses
about what will happen next in a story or text. These
worksheets typically include activities that prompt students
to use context clues, prior knowledge, and details from the
text to predict future events or outcomes.

Task: By pair, talk about the execution of the lesson using

worksheets. Discussion is provided in the module.

Source: https://www.google.com/search?q=predicting+outcomes+graphic+
 Suggested Strategies

Sample WORKSHEETS

Source: https://www.google.com/search?q=predicting+outcomes+graphic+
 Suggested Strategies (cont’d)

2. GRAPHIC ORGANIZERS are visual tools that help students

organize their thoughts and evidence as they make predictions
about what will happen next in a text. They provide a
structured way for students to visually map out their
predictions and the reasoning behind them.

Task: By pair, talk about the execution of the lesson using

graphic organizers. Discussion is provided in the module
 Suggested Strategies (cont’d)

Samples of GRAPHIC ORGANIZER

https://www.google.com/search?q=predicting+outcomes+graphic+
 Suggested Strategies (cont’d)
Samples of GRAPHIC ORGANIZER

https://www.google.com/search?q=predicting+outcomes+graphic+
 Suggested Strategies (cont’d)

3. Pictures
These help the learners gain an understanding of the
material before reading and thinking about what the book
may be about. A picture walk is a shared activity between a
child and an adult that occurs prior to reading the book where
you flip through the pages one by one as a way to preview the
story.
Task: By pair, talk about the execution of the lesson using
pictures. Discussion is provided in the module
 Suggested Strategies (cont’d)
Sample picture for Picture Walk Gallery

Fromhttps://www.learnalberta.ca/content/ieptlibrary/documents/
en/is/picture_walk.pdf
 Suggested Strategies (cont’d)
Let’s Practice. Formulate questions out of the picture.
 Suggested Assessment Strategies

1.Graphic Organizers- These can be used both for

instruction and assessment. Generally, these can
be used to develop different comprehension skills. In
predicting outcomes, specifically, they require
learners to activate prior knowledge and combine it
with the text to come up with their predictions.
 Suggested Assessment Strategies

a. Predicting Outcome Chart

This chart can track the permanent record of what they
are thinking before, during, and after reading a short story
that leads to an understanding of the text.

b. Story Frame
It requires the completion of the event based on the
previous events in the story. The learners need to know that
these previous events are clues to come up with evidence-
based predictions.
 Suggested Assessment Strategies
2. Pen and Paper (Short Quiz) - refers to a short test of
knowledge, typically around 10 questions in length, with
question formats often including multiple choice, fill in the
blanks, true or false and short answer. The quiz should contain
portions of the stories. They may choose their answer from the
choices.
 Other Suggested Strategies
Strategies suggested by Bailey (2020) that can be used in
developing predicting outcomes skills

● Treasure Hunt- This strategy is best during reading. This

intends to improve the analytical reading skill of the
learners by finding clues for their clues. This will help
learners get details that will help them separate the
important and nonessential information in the story so they
can guess what will happen next.
 Other Suggested Strategies

How to Use it
1. Have learners go on a treasure hunt in a story.
2. Using a highlighter or having learners write clues on a
separate paper, go through the story slowly, thinking
about the clues the author gives about how the story will
end.
3. Remind learners to always look for the basics of a story:
Who, What, Where, When, Why, and How.
 Other Suggested Strategies

2. Read to Write- This strategy requires reading a story and

stopping before you reach the ending. This aims to enhance
the critical thinking skills of the learners by letting them
evaluate their answers as logical or not.
 Other Suggested Strategies

How to use it?

1. Have each learner write his/her own ending to the
story.
2. Explain that there are no right or wrong answers and
that each learner brings his/her own perspective to the story
and wants it to end in his/her own way.
 Other Suggested Strategies

How to use it?

3. Read the endings aloud so learners can see the
different possibilities. You can also have students vote on
which ending they think will most closely match the author's
ending.
4. Then read the rest of the story.
 Synthesizing

1. .
 Application
After the discussion of the topic of predicting outcomes,
make:
a. simple lesson plan utilizing the learned strategies (for
proficient teachers)
b. Lesson exemplar utilizing the learned strategies and other
research-based strategies (for highly-proficient teachers)

Your exemplar will be graded using this rubric:

 Rubric
Emergent Developing Proficient Exemplary
Objectives The objectives are The objectives are in The objectives are in The objectives are in KSA
not in KSA and KSA and indirectly KSA and somehow and clearly focus on
completely do not clearly focus on clearly focus on predicting outcomes
focus on predicting predicting outcomes predicting outcomes
outcomes
Assessment The assessment tools The assessment tools The assessment tools The assessment tools
do not gauge the somehow gauge the almost gauge the completely gauge the
ability of the learners ability of the learners ability of the learners ability of the learners to
to predict outcomes to predict outcomes to predict outcomes predict outcomes

Instructional The plan does not The plan utilizes The plan utilizes The plan utilizes multiple
Strategies utilize multiple single strategy and multiple strategies strategies (2 and above)
strategies and does includes few and includes few and includes questions
not include questions appropriate questions appropriate appropriate for engaging
questions appropriate for engaging students for engaging students students in higher-level
for engaging students in higher-level in higher-level thinking
in higher-level thinking thinking
thinking
Differentiation The plan does not The plan The plan The plan accommodates
accommodate accommodates accommodates learners’ differences by
learners’ differences learners’ differences learners’ differences providing appropriate
by providing limited by providing activities activities for predicting
activities for for predicting outcomes
 Resource Library
RESOURCE LIBRARY
Bailey, E. (2015). Reading Comprehension Skills: Making Predictions. Retrieved June 13, 2015,
from
http://specialed.about.com/od/readingliteracy/a/Reading-Comprehension-Skills-Making-Pred
ictions.htm
Michel, J. (n.d.). Booksource. Retrieved September 18, 2015, from
http://www.booksource.com/Departments/Resources/Teaching/reading-comprehension.aspx
Pitogo, J. (2020). A Tool in Enhancing Reading Comprehension. International Journal of English
Language Studies (IJELS) . Retrieved from https://al-kindipublisher.com/index.php/ijels.
Brock, A. (2013, September 29). Reading Strategy: Prediction. Retrieved June 13, 2015, from
https://www.youtube.com/watch?v=nsLD33rczFA
Raudenbush, D. (n.d.). Strategies for Clarifying a Prediction in Reading Comprehension.
Retrieved September 18, 2015, from http://everydaylife.globalpost.com/strategies-
clarifying-prediction-reading-comprehension-14740.html
Thank you!