Predicting Through Sunshine

Overview

Across five 20-minute shared-reading lessons, students explore the Sunshine Book Collection titles Made Out of Sand, On the Ground, Water, We Come Down and Bubbles. They use titles, pictures and words to predict meaning, discuss ideas, and explain unfamiliar vocabulary using clues from each text.

Learning intentions

• We are learning to use titles, pictures and words to make sensible predictions.
• We are learning to give a reason for our predictions.
• We are learning to notice and explain unfamiliar words using the text and illustrations.
• We are learning to listen, respond and build on others’ ideas.

Success criteria

• I can make a prediction about a text.
• I can explain my prediction using a picture or word as evidence.
• I can suggest what an unfamiliar word might mean.
• I can retell one important idea from the text.

Curriculum links

• English — Reading: using titles, illustrations and words to make meaning and predictions.
• English — Oral language: listening, taking turns and responding to ideas.
• English — Vocabulary: learning and using new words in context.
• English — Writing Processes / Planning: making notes and organising key information into categories.

Lesson structure (20 minutes)

Day 1: Made Out of Sand

1. 0–3 min · Predict from the title. Open with the title and opening-picture slide and ask, “What might be made out of sand?” Students each make one prediction and give a reason using the title or picture.
2. 3–6 min · Picture talk. Teacher reveals the next illustration and asks, “What can you see? What might happen next?” Students identify details and add or change a prediction on the five-day prediction and vocabulary sheet.
3. 6–9 min · Shared reading. Read the first section aloud, pausing at two or three unfamiliar words. Students listen for words that help them understand what is happening.
4. 9–12 min · Vocabulary clues. Re-read one sentence containing an unfamiliar word. Students use the picture, surrounding words and their own knowledge to suggest a meaning.
5. 12–15 min · Confirm or revise. Ask, “Which prediction was sensible? What evidence supports it?” Students explain whether their prediction was confirmed or changed.
6. 15–18 min · Talk and note. Students share one new word and record a short meaning or picture on the worksheet.
7. 18–20 min · Recap. Students complete the sentence, “So far, I think this text is about … because …”

Day 2: On the Ground

1. 0–3 min · Title prediction. Show the On the Ground title and picture slide. Ask, “What might be on the ground?” Students predict and justify their ideas.
2. 3–6 min · Notice details. Students study the opening illustration and name what they can see, hear or imagine. Teacher records useful words on the slide.
3. 6–9 min · Read together. Read the opening pages aloud, tracking the print. Students listen for a word or phrase that gives a clue about the setting.
4. 9–12 min · Explain a word. Select an unfamiliar word from the pages. Students discuss, “What could it mean? Which words or picture details helped us?”
5. 12–15 min · Predict next. Ask, “What might happen next on the ground?” Students give a prediction and evidence, then record it on the worksheet.
6. 15–18 min · Partner retell. Students retell the section to a partner using “First … then …”. Partners add one important detail.
7. 18–20 min · Recap. Each student shares one new word and one idea learned.

Day 3: Water

1. 0–3 min · Activate knowledge. Show the Water hook image and ask, “Where might we find water in this book?” Students share one experience or prediction.
2. 3–6 min · Use the opening pictures. Students identify clues in the illustrations and predict what the text may teach or show. Teacher models, “I think … because …”
3. 6–9 min · Shared reading. Read the first pages aloud. Pause at unfamiliar topic words and invite students to repeat them clearly.
4. 9–12 min · Word detective work. Students use the sentence, picture and discussion to explain one new word. Teacher asks, “What makes you think that?”
5. 12–15 min · Sort ideas. Students record a new word, its possible meaning and a matching picture or text clue on the vocabulary and evidence section.
6. 15–18 min · Check predictions. Students compare their first prediction with the text and explain whether it was confirmed or revised.
7. 18–20 min · Recap. Students complete, “Water is important here because …”

Day 4: We Come Down

1. 0–3 min · Question the title. Show the We Come Down title and opening picture. Ask, “Who could ‘we’ be, and where might they come down from?”
2. 3–6 min · Build predictions. Students use the pronoun “we”, the picture and any visible words to make a prediction with a reason.
3. 6–9 min · Read aloud. Read the opening section together, pausing to clarify an unfamiliar action or describing word.
4. 9–12 min · Infer meaning. Ask, “What does this word probably mean here? What clue helped you?” Students discuss before sharing.
5. 12–15 min · Feelings and evidence. Ask, “How might the people or creatures feel? How do you know?” Students give an idea and point to a word or picture.
6. 15–18 min · Record and revise. Students complete the prediction and evidence boxes on the worksheet, changing an idea if the reading gives new information.
7. 18–20 min · Recap. Students retell what has happened so far in two connected sentences.

Day 5: Bubbles

1. 0–3 min · Wonder from the title. Show the Bubbles hook image and ask, “What might make these bubbles, and what could happen to them?” Students predict.
2. 3–6 min · Picture evidence. Students examine the opening pictures and identify details that support or challenge their predictions.
3. 6–9 min · Shared reading. Read the first pages aloud, pausing at unfamiliar words. Students listen for words describing size, movement, colour or sound.
4. 9–12 min · Vocabulary in context. Students choose one word and explain its meaning using the sentence and illustration. Teacher models checking whether the explanation makes sense.
5. 12–15 min · Compare predictions. Students discuss which prediction was most sensible and give evidence from the text.
6. 15–18 min · Independent response. Students complete the final section of the prediction, vocabulary and recap sheet with one prediction, one reason, one new word and its meaning.
7. 18–20 min · Share and reflect. Students share their response. Teacher revisits the week’s question: “How do readers use pictures and words to understand a text?”

Resources

• Sunshine Book Collection texts: Made Out of Sand, On the Ground, Water, We Come Down and Bubbles
• the five-day shared-reading slide deck
• the five-day prediction and vocabulary sheet
• Whiteboard and markers
• Pencils and coloured pencils

Assessment

• Listen for predictions that are connected to a title, illustration or word rather than guesses without evidence.
• During vocabulary discussion, check whether students use sentence clues, picture clues or prior knowledge to explain meaning.
• Collect the final worksheet response and check for a prediction, a reason, an unfamiliar word and a sensible explanation.

Differentiation

• Support students with oral sentence frames: “I predict … because I can see/read …” and “I think ___ means ___ because …”
• Re-read short sections, point to relevant illustrations and offer two possible meanings when students need a starting point.
• Allow students to draw a prediction or explain it orally before writing.
• Extend confident readers by asking them to give two pieces of evidence, revise a prediction independently and use each new word in a sentence.
• For multilingual learners, preview key words with gestures, pictures and home-language connections where available. Provide additional wait time and accept responses in speech, drawing or writing.