There are several skills and strategies that maintain meaning when reading, one of which is making predictions. This strategy requires readers to use information from a text such as book titles, headings, pictures, table of contents, and diagrams to make predictions. It also requires the reader to use their own personal experiences, either through text to self, text to text and text to the world, to anticipate what they are about to read or what will happen next in the history. When making predictions, the reader focuses on the written material, constantly thinking about what will happen and filtering, revising, and clarifying their predictions. The predictions are not wild speculation; they are based on the available evidence presented in the text. While your predictions don't have to be accurate, your understanding of how the story ends must be accurate. To explain in more detail, making predictions is closely related to inferences and to make predictions accurately, students need to understand not only what the author said, but also what the author implies. When students make predictions, it also helps them make connections between their past knowledge and what they have read in the text. As stated in the social studies curriculum, "critical thinking includes skills such as questioning, predicting, hypothesizing, analyzing, synthesizing, examining opinions, identifying values ​​and issues, detecting biases, and making distinction between alternatives” (Social Studies Curriculum, p. 50). Teaching this strategy to students is important because making predictions is a good reading strategy because it helps students activate their schema (background knowledge) and, in doing so, understand deeper meanings. They use their understanding of the middle of the document......Curriculum, "Students who learn these skills become critical thinkers who can move beyond superficial conclusions to reach a deeper understanding of the issues they process. examining” (Social Studies Curriculum p. 50). References: Baker, SK, Chard, DJ, Howard, L., Santaro, LE (2008). Make the most of reading aloud in class to promote comprehension and vocabulary. Retrieved from http://www.doe.virginia.gov/support/school_improvement/training/improv_vocab_devel/making_most_read_alouds.pdf Owocki, G. (2003). Comprehension: Strategic teaching for students in grades K-3. Portsmouth, NH: Heinemenann. Retrieved from http://www.kent.edu/ehhs/services/voss/praxis/upload/Comprehension-Owocki.pdfOntario Ministry of Education. (2006). The Ontario Curriculum, Grades 1 to 8: Language Retrieved from http://www.edu.gov.on.ca/eng/curriculum/elementary/lingual18currb.pdf