You will learn
- Say what a prediction is.
- Use clues to make a prediction.
- Give a reason for a prediction.
- Check a prediction against the story.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- A prediction is a good guess about what will happen.
- We use clues from the text and pictures.
- We can say why we think so.
- We check if we were right.
Words to know
guess what will happen next
a small hint
why you think something
look again to see if right
1. Discover: Dark clouds
Ama and Kofi were playing in the yard. Dark clouds came across the sky. The wind blew hard. Ama felt a drop on her nose.
Think: What do you think will happen next?
2. Understand: Predicting
Idea 1: A prediction
To predict is to guess what will happen next. A good prediction uses clues.
Idea 2: Use clues
Dark clouds, wind and a drop on her nose are clues. We predict that it will rain.
Idea 3: Give a reason
Say why: “I think it will rain because the clouds are dark and I feel a drop.” Then read on to check.
3. Worked examples
Example 1 (I show you): Make a prediction
What will happen next?
- Find the clues.
- Think what they mean.
Answer: It will rain.
Example 2 (We do it together): Give a reason
Why do you think so?
- Name the clues.
- Say them in a sentence.
Answer: Because the clouds are dark and Ama felt a drop.
Example 3 (You try): Check
The next line says: Rain began to fall. Was the prediction right?
Show the steps and answer
- Compare.
- Yes or no.
Answer: Yes, it rained.
Did you know?
Scientists also predict, for example the weather, using clues.
Why this matters
Predicting keeps us thinking while we read and helps us understand stories.
4. Explore: Stop and predict
Predict what comes next.
- Read part of a short story.
- Stop and predict what happens next.
- Say why.
- Read on and check.
Think about it: what did you notice?
Clues help us make good predictions.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- I predict that ___.
- I think this because ___.
- The clue is ___.
- I was right/wrong because ___.
Guided practice
Question 1. What will happen next?
it will rain
Question 2. Name a clue.
dark clouds
Question 3. Why do you think so?
the clouds are dark and Ama felt a drop
Independent practice
Level 1: Start
- To predict is to guess what will ___.
- A prediction uses ___.
- What did Ama feel on her nose?
- What came across the sky?
- We ___ our prediction as we read on.
Level 2: Grow
- Predict: Ama sees a big dog running at her.
- What clue in the story tells about rain?
- A prediction is a ___ guess.
Level 3: Stretch
- Make a prediction about a story you know and give a reason.
- Why check a prediction?
- Kofi predicts snow. Is that a good prediction?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Look at the sky and predict the weather. Say why.
Show a sample answer
I think it will be sunny because the sky is clear.
Another one. Predict what happens next in a story you are reading.
Show a sample answer
I think the boy will find his dog.
7. Common mistakes
Fix: Look for clues.
Fix: Read on and see.
8. Lesson summary and revision card
- I can say what a prediction is.
- I can use clues to predict.
- I can give a reason.
- I can check my prediction.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- A prediction is a good guess.
- Use clues.
- Give a reason.
- Check by reading on.
11. Next lesson
Next lesson: Connecting stories to experiences. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is a prediction? [1 mark]
- Name one clue from the story. [1 mark]
- What do you predict will happen next? [1 mark]
- Give a reason for your prediction. [2 marks]
- Explain how to make and check a prediction. [3 marks]
Total: 8 marks.
Marking guide and model answers
- a good guess about what will happen next [1]
- dark clouds, wind or a drop [1]
- it will rain [1]
- the clouds are dark [1]; Ama felt a drop [1]
- look for clues [1]; guess and give a reason [1]; read on and check [1]
Score guide: 7 to 8 = secure. 5 to 6 = nearly there, revise the parts you missed. Under 5 = work through the lesson again with a grown-up.
Printable worksheet
- To predict is to guess what will ___ next.
- A prediction uses ___.
- A clue in the story is dark ___.
- We predict it will ___.
- We give a reason with the word ___.
- We ___ our prediction as we read.
- True or false: a prediction is a good guess.
- True or false: we can predict without clues.
- Make a prediction about your day.
- Give a reason for it.
Homework
Predict what will happen in a story before reading it and check afterwards.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. To predict is to guess what will ___ next. | happen | 1 |
| 2. A prediction uses ___. | clues | 1 |
| 3. A clue in the story is dark ___. | clouds | 1 |
| 4. We predict it will ___. | rain | 1 |
| 5. We give a reason with the word ___. | because | 1 |
| 6. We ___ our prediction as we read. | check | 1 |
| 7. True or false: a prediction is a good guess. | true | 1 |
| 8. True or false: we can predict without clues. | false | 1 |
| 9. Make a prediction about your day. | a valid prediction | 1 |
| 10. Give a reason for it. | a valid reason | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 happen next; 2 clues; 3 a drop; 4 dark clouds; 5 check. Level 2: 1 the dog may run to her or she may run away; 2 dark clouds and wind; 3 good. Level 3: 1 a prediction with a reason; 2 to see if we were right; 3 no, there are no snow clues.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Say what a prediction is | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Use clues to make a prediction | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Give a reason for a prediction | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Check a prediction against the story | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Guessing with no clues. Look for clues.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use pictures as clues.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns to guess what happens next using clues. You do not need to be an expert to help.
- Stop and ask: what will happen next?
- Ask why they think so.
- Read on and check together.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: say what a prediction is; use clues to make a prediction; give a reason for a prediction; check a prediction against the story.
Prerequisite knowledge. Answering basic comprehension questions.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Read the dark clouds story and ask what will happen.
Explanation (10 min). Teach predict, clue and reason.
Guided activity (10 min). Practise stop and predict.
Independent activity (10 min). Learners share and check.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What will happen next? What clues tell you?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use picture clues. Extension. Predict and check in a chapter.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Guessing with no clues. Look for clues.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 8-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Use pictures as clues. Enrichment. Predict and check several times in a longer story. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 1 » Reading: Foundational Skills; Grade 1 » Reading: Literature; Grade 1 » Reading: Informational Text. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core RL.1.1 and RL.1.7 (use illustrations and details in a story to describe its characters, setting, or events); IES What Works Clearinghouse practice guide Improving Reading Comprehension in Kindergarten Through 3rd Grade; Cambridge Primary English Stage 1 (reading comprehension). These sources informed the lesson.