Name of Strategy: Picture Walk (Preview and Predict)

  • Rationale:
o My students need to be able to set a purpose for reading any book or text. Taking a “picture walk” through the text, whether it is fiction or informational, helps my students to think about what they might be learning or reading about and sets a purpose for their reading. As part of the picture walk, they make predictions about the text.
  • Courses in which it could be implemented:
o Picture Walks can be implemented anytime a student picks up a textbook (Science, Social Studies, Math) or a picture book (fiction or informational).
  • Diverse learners:
o Students from all backgrounds, but in particular visual learners, would benefit from this strategy. Taking a picture walk allows visual students to become interested in what they are about to read. Pictures and illustrations often draw readers into a text and are even another way to “read” the story or information. Anyone can look at the pictures/illustrations and make predictions about a story, even if they are unable to read the story on their own.

  • Procedure:
First choose a text that has illustrations or pictures and/or other text features in it and that is about the topic you wish to discuss/read about.
Follow these steps:
1. Give students a copy of the book. In this case, I am using the Reading A to Z book titled Earthquakes, Volcanoes, and Tsunamis--level Q (raz_lq11_earthquakes.pdf ).
2. Read the title and look at the cover. Do a think-pair-share. Have students think about what they know about the title of the book. Turn to the partner sitting to their left and share something they know about the topic. Call on a few students to share what they know about the topic or story. This activates prior knowledge.
3. Direct students to look at the photographs, bold print words, captions, headings, diagrams, etc. in the book. As they look, ask them to think about what new things they might learn about the topic.
4. Think-pair-share again, this time students turn to a neighbor to their right and share a prediction.
5. Come back together as a whole group. Have a few students share their predictions with the whole class. The should use the sentence starters “I predict…” or “I think I will learn…” Ask them to identify which photo or illustration or text feature they used to make their prediction.
6. Read the text together, stopping to see if student predictions were correct. If they were not correct, have students identify why they were not correct, and what they learned instead. If they are correct, have students identify why they were correct and give examples from the text for support.
7. Have students turn to a neighbor and to tell what they learned from the text about earthquakes, volcanoes, and tsunamis.

Students may write and monitor their predictions in their reading journals—or they may use the graphic organizer for predicting.
  • Potential Issues:
o As I use this strategy, I sometimes run into a problem with students not knowing what certain text features are or what authors use those features for. When I encounter these issues, I take the opportunity to teach students about these text features (i.e. captions) and how and why they are used. I also make a mental note to spend some time teaching those text features my students have difficulty with.
  • References
Stephens, E. & Brown, J. (2005). A Handbook of Content Literacy Strategies: 125 Practical Reading and Writing Ideas.
Norwood: Christopher-GordonPublishers, Inc.

Predicting Graphic Organizer is found in the Teacher Resource Binder under the Pre-reading tab—Picture Walk. A copy of the Reading A to Z book is also found in the binder with the predicting organizer and a link to the PDF is above.