Program Design
Predicting
p. 171
Read Aloud Suggestions
• Before reading, help students to listen actively by inviting them to
make predictions on the basis of the title and cover and helping
them to build background knowledge.
p.167
Predicting
Readers make predictions from what they have sampled of the text by
using the cueing systems in an integrated way. This entails making
predictions based on
- what would make sense (e.g., What is happening in the story?
what does the picture suggest?)—semantic cues
- what would sound right (e.g., How would I say that?)-syntactic cues
- what the print suggests (e.g., What does it start with? … end
with? Do I know another word that looks like that?)--graphophonic cues
Example:
Andy put his pet turtle in the tank. It d— under the water.
In predicting the word dove, readers use their background knowledge
about turtles and swimming and the meaning contained in the context
(semantic cues); their knowledge of how language works—i.e., that a
verb is required here, given what comes before and after; that the verb
will be in the past tense, given what comes before (syntactic cues); and
print information—i.e., that the word starts with “d” (graphophonic
cues).