Capacity Building of Key Stage 1 Teachers on

Learning Recovery in Literacy and Numeracy

Module 1

Session 2
Enhancing Predicting Outcome Skills for
Improved Reading Comprehension
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Session 2

MODULE NO: 1

SESSION TITLE: Enhancing Predicting Outcome Skills for

Improved Reading Comprehension

SESSION OBJECTIVES:

Terminal Objective:

For Highly Proficient Teachers: Craft lesson exemplars incorporating the discussed
classroom pedagogies and other research-based teaching strategies developing predicting
outcome skills among learners.

For Proficient Teachers: Craft lesson plans incorporating the classroom pedagogies in
developing predicting outcome skills among learners.

Enabling Objectives:

Specifically, at the end of the session, the teacher will be able to:

1. explain the relevant and significant concepts about predicting

outcome skills;
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.

Content: Developing Predicting Outcome Skill

Estimated Time Required: 240 minutes

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INTRODUCTION

Welcome to this module titled “Enhancing Predicting

Outcome Skill for Improved Reading Comprehension”. This module
is designed to guide and teach you various concepts and strategies
for making predictions, an essential reading skill that you, as a
teacher, need to develop both for yourself and for your learners. It
aims to expose you to key ideas about predicting outcomes and
equip you with various strategies to ensure that your learners
master this competency effectively. Preparing learners to utilize
this idea would guarantee their constructive engagement and
make it simpler to practice reading (Nuttall, 1982 in Pitogo, 2020).

Additionally, this module will support you in both

independent learning sessions or group discussions with your
colleagues. Key concepts are explained before you encounter the
suggested activities. Some activities will require you to review the
texts and task yourself before introducing them to your learners during
classroom discussion. If come across any aspects you find unclear, your
learning Action Cell (LAC) can provide assistance during your LAC
sessions.

By the end of this LAC session, you should be able to

understand the key concepts and strategies for predicting
outcomes, as well as implement the K-3 literacy strategies to
ensure that learners fully grasp the identified least mastered
competencies.

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How will your learning session happen?

Session Modality
This module is intended for both independent learning sessions and
group learning. Activities shall be done individually while the discussion
may be done in groups. Participants are expected to share their
thoughts in their sessions through LAC facilitators.

Session Materials
This module and SLAC session guide will be your companions on this
learning journey. The module will serve as your anchor for mastering
the lesson while the session guide will act as your compass, helping
navigate the learning process. This module will not just tell you what
skills to learn; it will also help you actively develop them.

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OVERVIEW

Although classes nationwide have returned to face-to-face instruction, critical

challenges remain, particularly the learning gaps caused by the two-year suspension of on-
site teaching. Various national and school-based assessments reveal that many early-grade
learners struggle to meet the minimum proficiency standards in language, literacy, and
numeracy. Moreover, these assessments show that learners have difficulty reading and
comprehending word problems in subjects like Science, Mathematics, and other subjects
written in English. Similarly, secondary-level learners continue to struggle to meet curriculum
learning targets in various content areas (From C2TT1 ABC+ Learning Kit).

In response to these challenges, this LAC session package aims to improve instruction
in K-3 classrooms by focusing on one of the identified least mastered competencies in reading
literacy: predicting outcomes.

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TARGET INDICATOR/S & COMPETENCY/IES

This session aims to target the following:

PPST Indicators

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

1.5.3 Develop and apply effective teaching strategies to promote critical and creative
thinking, as well as other higher-order thinking skills. ( For Highly-Proficient
Teachers)

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SELF-REFLECTION

Activity 1: FIRST THINGS FIRST

What do you have right now? In the first column below, write down
all the words you know about predicting outcomes. In the second
column, draw a smiley face that would describe how you feel now based
on what you already know, and in the third column, write the strategies
you have been using in teaching this predicting outcome competency.

1 2 3

FEEL DO
KNOW

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SUPPORT GROUP

Read and analyze the story of Teacher Ana below and then answer
the questions that follow.

Think about this…….

Teacher Ana is a dedicated Grade 3 teacher at Calabarzon Elementary School,
with nearly 10 years in Key Stage 1. However, This year has proven to be her most
challenging yet. The recent CRLA results show that the majority are classified as low-
emerging readers. Face with this, she is determined to identify which competencies to
prioritize in her instruction.
Everyday, she begins the lesson with a short storytelling session, hoping to
engage her learners. She often starts by asking questions like, “Who are the
characters in the story?” and “What is the setting of the story?”. Despite her efforts,
she rarely receives responses from the class. As a result, she typically moves on to the
storytelling itself.
After narrating the first event in the story, she asks the students to predict what
might happen next. She even translates the questions into Filipino to aid
comprehension, but still, no answers. On some occasions, she shows short animated
films and asks thought-provoking questions like, “How would you end the story?” or
“What do you think really happened to the main character? Unfortunately, these
strategies have not led to significant improvement.
Though her students enjoy listening to and reading stories, they struggle to
answer questions about the narrative or predict future events. Despite all her efforts,
Teacher Ana feels her learners are not making the progress she hopes for.

Now,

● What do you think is the common problem of the learners? What do

you think are the reasons for this problem?
● What teaching strategies does the teacher employ?
● What other possible strategies may be employed by the teacher to
meet the objective of the lesson?
● If you were to teach a specific lesson, how would you do the pre-
reading, during-reading, and post-reading activities in developing
predicting outcome skills of the learners?

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KEY CONCEPTS/TOPICS/CONTENT

As mentioned at the start of this module, the lesson aims to equip

you with the concepts and strategies for teaching predicting outcomes.

Directed Reading Text

Read and understand the following concept notes from the article
written by Bailey (2020) on predicting outcomes. If you have
questions or clarifications about the topic, you may approach the
LAC Facilitator. More so, besides the concept note, are some tasks
to do.

Predicting is an important reading strategy

that should be developed among learners. It
allows learners to use information from the text,
such as titles, headings, pictures and diagrams
to anticipate what will happen in the story
(Bailey, 2015). When making predictions,
learners envision what will come next in the text,
based on their prior knowledge. Predicting
encourages learners to actively think ahead and
ask questions. It also allows learners to
understand the story better, make connections
to what they are reading, and interact with the
text.

Making predictions is also a valuable strategy to improve reading

comprehension. Learners are able to make predictions about a story,
based on what they have already heard, read, or seen. This, in turn, will
allow learners to become actively involved in the reading process. To
determine if their predictions are correct, learners should be required to
reread portions of the text to recall facts about the characters or events
within the story. Picture walks can serve as a tool to organize information
within a story, which can also increase a child’s comprehension. During a
picture walk, learners are able to activate their prior knowledge and
connect the visual images in the story to their own personal experiences.

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Learners can also use a graphic organizer to predict the outcome

of a story. They can do this by identifying clues within the text to predict
how characters will behave and how significant problems in the story will
be solved. When using a graphic organizer, learners are able to stay fully
engaged in the story as they capture their thoughts in a logical way. It is
important for teachers to encourage learners to record clues that either
support or deny their predictions. Teachers can also allow learners to
revise their predictions in order to reflect on the clues that are found
within the text.

Making predictions encourages learners to use critical thinking

and problem- solving skills. Learners are given the opportunity to reflect
and evaluate the text, thus extracting deeper meaning and
comprehension skills. Learners will also be more interested in the
reading material when they connect their prior knowledge with the new
information that is being learned.

Task: Process the article by answering the following questions:

What teaching strategies in teaching predicting

outcomes are present in the text?

Among these strategies, which are you using in your classroom?

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The following are the key concepts for predicting outcomes:

1. Clues- These 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.
3. Inference- It is a conclusion made on the basis of evidence and
reasoning.
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.
7. Think Aloud- The process where the teacher reads aloud a section
of a text, pausing every now and again to reveal what they are
thinking about and doing in order to understand what they are
reading. This helps to make predictions.
8. Explicit Teaching- This 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.

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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.
11. Worksheets- Worksheet completion is a paper listing
questions or tasks for learners and or a paper for recording work
done or in progress

Now, after defining the concepts, the next activity will deepen your
understanding of making predictions. What you know about this skill
will surely spell out your learners’ success in learning this topic in the
classroom.

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SUGGESTED LEARNING ACTIVITIES

After the discussion of the key concepts, it is about time to

learn some strategies you can use in your classroom instruction. The
following strategies are anchored on the classic Directed Reading Teaching
Activity (DRTA) approach. This approach makes readers stop, think, and
respond orally or in written responses as they move through the text. It’s a
fun way to make reading interactive while building students’ awareness of
their understanding while reading. There are segments in this approach;
direct, read, and thinking.

Strategy 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 DO IT?
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.

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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- Have the learners talked 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.

2. Read-Have 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?”.
This table can help the class list down their predictions and text evidence.

My Predictions Text Evidence Reflect

Wennie is not going to She begins to feel

want to go to school different from other kids.
anymore.

Her classmates make fun

of her.

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.

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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?"

My Predictions Text Evidence Reflect & Revise

Wennie is not going to She begins to feel At first, my prediction is

want to go to school different from other kids.
correct because she did
anymore. not want to go school.
But then, her friend
Her classmates make fun James began to help her.
of her. Reflect

I guess she’s going to feel

better and appreciate her
school and classmates
Revise

Strategy 2: Modeling through the 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.

HOW TO DO IT?
1. Introduce the Concept of Prediction- Explain the meaning of prediction.
Use samples to explain further.
2. Pre-Reading Prediction- Predict the story based on the clues such as
pictures and title.

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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…..

3. Modeling While Reading

Read aloud the story. Stop at key points and think aloud. Use simple
language to verbalize your thoughts.
4. 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.”
This strategy is very effective and useful because teachers will model or show
how to do the process.
Sample Protocol:

Pre-Reading

1. Think aloud before reading a book to students, modeling the process of predicting before
reading.

"I found an interesting book at the library and by looking at the cover I am guessing or predicting
the story will be about _____ and _______. When we use what we know to make a guess before we
read it is called 'predicting.'"

During Reading

2. Think aloud while reading a book to students, modeling the process of predicting while
reading.

"Hmmm my prediction that the story would be about ____ was right, but I did not think that ____
would happen. I'll make a new prediction that _____ will happen based on what we read."

Post-Reading

3. Think aloud after reading, modeling the process of reflecting on predictions after reading.

"My first prediction was _____. After reading part of the story I predicted _____. Now that I am
finished reading I think my predictions were close/not close to what really happened
because_____."

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To better facilitate the strategies, some tools or aids can be employed in

different segments or teaching-learning process:
1. Worksheets
2. Graphic Organizers
3. Pictures

1. Using Worksheets

The two have obvious similarities and differences. Worksheets tend

to include many exercises, with little room for each answer. The idea is to
“drill” a student. With enough repetitions, they will eventually develop
the intended skill. Graphic organizers on the other hand offer more
visual images.

Description:
Worksheet completion is a paper listing questions or tasks for
learners and or a paper for recording work done or in progress. This
intends to solicit answers from the learners by letting them imagine the
next event based on the description of the elements of the story. The
worksheets shall require text(sentences) or pictures depending on the
level of the learners. Kinder and Grade 1 learners may do this by
choosing among the pictures which is the next event. (See attached sample
worksheets)

HOW TO USE IT?

Pre-Reading

1. Show a picture before asking them to read the text to activate prior
knowledge. Questions may also be asked as purpose/ motive
questions:
b. Have you experienced climbing on a mountain? How does it feel?
c. Have you watched a cooking show?
2. Discuss predicting outcomes and how to create one.

During Reading

3. Let the learners read the text or look at the pictures

Post-Reading

4. Ask them to answer the question: What would happen next after each
segment of the story before they move on to the text? They will do it

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until they finish the text. They will not be allowed to see the next
segment if they are not yet done writing their prediction.
5. Process the activity by asking this question: How did you come up
with your prediction?

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2. Using 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 for Key Stage 1. There are various types of graphic
organizers. One of which is the predicting outcome chart. This chart is an
effective tool to enhance the learners’ predicting outcome skill according to
Pitogo (2020). This contains learners’ predictions, reasons for making
predictions, what happened in the story, and confirmation if the prediction is
correct.

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HOW TO USE IT?

Pre-Reading

1. Show the learners the cover of the book to read or listen to.
2. Ask them some provoking questions like:
a. Who are the characters in the story?
b. What does the picture or cover say?
c. What is the relationship between and among the characters?
3. Present to them the predicting chart.
During Reading

4. Let the learners read (orally or silently) or listen to the text.

5. Ask them to post for a while and ask what would happen next by
accomplishing the first 3 columns. Process the answers by asking
them to share their predictions.

Post-Reading

6. Ask them to determine if their predictions are correct or not by letting

them finish reading or by continuing reading the story

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3. Picture for the Picture Walk Strategy

This helps 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. It allows the child to become more familiar with the
book before actively reading the text. Think of a picture walk as a "before
reading strategy."

How to Use it

1. Select a text/story that is a rich source of images or graphic

features that relate directly to the text.
2. Have learners review the front and back of a book, the table of
contents, the chapter names, subheadings, and diagrams in a
book prior to reading.
3. Have the learners preview the text, either page by page or at pre-
selected key sections, encouraging learners to make predictions,
reflect on cause- and-effect relationships, and make inferences
based on the images or graphic clues on each page.
4. Ask basic questions such as who are the characters?
5. Where is the story happening?

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6. Ask some questions for predicting such as “What do you think is

the first event and What is the ending of the story?”
7. Encourage learners to share as many details as possible about
characters, settings, and events or information, asking questions
to guide their thinking and inference skills.
8. When learners encounter new or unfamiliar vocabulary, use
images or graphic features to review and build comprehension.
9. Continue flipping through the pages, one by one. You point out
important picture clues on each page and talk about what you
see together with your child, asking them questions along the
way. You don't really need to worry about the words on the pages
quite yet as the goal is to focus on the pictures at this stage.

Fromhttps://www.learnalberta.ca/content/ieptlibrary/documents/en/is/picture_walk.pdf

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SUGGESTED ASSESSMENT STRATEGIES/LEARNING ASSESSMENT

How you will assess the skill in making predictions is very crucial
since comprehension skills can only be developed if enough and correct
practice is given to the learners. The following assessment schemes and
tools will help your learners attain this reading competency.

1. Graphic Organizers - Graphic organizers come in various forms and

styles. 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 predictions. The following graphic organizers are
just some that can be used to assess if this skill is learned well.

a. Predicting Outcome Chart

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

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Assessment Activity

1. The teacher will distribute the template/chart to the

learners. (See attached sample predicting chart.
2. He/She will explain to them the directions.
3. He/She will give an example to guide the learners on what to do.
4. After the task, the processing of the items will be done.

b. Story Frame
Story frame 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.

Assessment Activity

1. The teacher will distribute the template/chart to the

learners. (See attached story frame)
2. He/She will explain to them the directions.
3. The teacher will make a sample of story completion to
guide the learners.

My first prediction was . After reading some parts of

the story, I predicted -. Now that I am finished
reading, I think my prediction was (not close or close) to what
really happened.

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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.
Sample Quiz: Predicting Outcome Matching

I. Directions. Match the situations in column A with the possible outcome

or event in column B.
Column A Column B
1. Sheila and Martin were sad - He was scolded by his mother
about their grades in Math.
2. John and Grace decided to -They were not able to answer
go to school even though they were the exam well.
not feeling well.
3. Nick accidentally broke the - His mother was called for a
flower base in their classroom meeting to report the bullying.
when he and his friends were
playing baseball. - They were asked to go back home.
4. James teased his new
classmate who has difficulty -They decided to improve their
speaking. study habits.
5. Ann and Jorge played video
games until 1 AM the day before
the exam.

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II. Complete the stories by supplying the next event to happen.

1. One day, Annie went to the store to buy her favorite candy. On her
way home, she saw a wallet containing a huge amount of money.
She checked if there were other people in the place. .
2. Peter is the president of the class. One morning, he noticed that
the cleaners did not clean their room. The chairs were not
arranged. The garbage bin was full of trash. .
3. Gerry was so excited about his birthday. He messaged all his friends
2 days before his birthday. He also invited all his classmates. A day
before his birthday, his mother informed him that they could not
celebrate his birthday because they had to pay the hospital bill of
his father. .
4. Cheska was so sad about her grade. She got falling grades in Math,
Science, and English. When she went home, her mother was so
excited to see her card.
5. It was a beautiful Sunday morning. The Aguinaldo family decided
to go to Robinson’s Mall after church. While they were going
around the different stores in the mall, Karen wandered away from
her family.

Sample Assessment Items for Grade 1, Grade 2, and Grade 3 from

www.k5learning.com.

Grade 1

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Grade 2

Grade 3

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OTHER SUGGESTED ACTIVITIES

Below are some of the strategies suggested by Bailey (2020) that

can be used in developing predicting outcomes skills. This module
provides a short description, the process of using it, and the learning
segment to use.

• 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.

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.

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● 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.

1. Have each learner write their own ending to the story.

2. Explain that there are no right or wrong answers and that each
learner brings their own perspective to the story and wants it to
end in their own way.
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.

PROFESSIONAL DEVELOPMENT PLAN

➢ Will help identify strengths, development needs, and plan of
teachers in line with targeting the learning competency
➢ LC-Use personal experiences to make predictions about text
viewed and listened to

Action Plan
Developmen (Recommende Resource
Strengths Timeline
t Needs d s
Developmental Needed
Intervention)

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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-Predictions.htm

Michel, J. (n.d.). Booksource. Retrieved September 18, 2015,

from
http://www.booksource.com/Departments/Resources/Teaching/re
ading- 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

https://www.bing.com/search?q=websites+that+contain+references
+with+predicti
ng+outcomes&cvid=cfaf926ee209487fba4691ad34344ee8&aqs=edg
e..69i57j69i 11004.54875j0j4&FORM=ANAB01&PC=LCTS#

@TeacherBethClassT
https://www.bing.com/search?q=predicting+outcomes+reading&FORM=
QSRE3# Liveworksheets.com - Interactive worksheets maker for all
languages and subjectshttps://www.liveworksheets.com/to1391483lk

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Sample Worksheets

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Sample Story

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