English · Foundation

Active learning ideas

Making Simple Predictions

Active learning works well for making simple predictions because young students learn best when they talk, move, and create. When children predict together, they hear others’ reasoning, which builds their ability to justify ideas using evidence from stories.

• ACARA Content Descriptions
• AC9EFLA07

• 25–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Think-Pair-Share
• 30 min · Pairs

Pair Share: Prediction Pause

During read-aloud, pause at key points and have pairs discuss clues from pictures or words to predict the next event. Each pair shares one prediction with evidence. Record predictions on a chart for later comparison.

Explain what clues in the story help you make a prediction.

Facilitation Tip

During Pair Share: Prediction Pause, have students alternate roles of predictor and listener to ensure both contribute evidence before sharing with the group.

What to look for

Provide students with a short, familiar story excerpt and an illustration. Ask them to write one sentence predicting what happens next and list one clue that helped them make that prediction.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 02

• Think-Pair-Share
• 45 min · Small Groups

Small Groups: Clue Hunt Relay

Divide the story into sections. Groups hunt for 2-3 clues per section, predict the next event, and pass to the next group. Groups justify predictions orally before moving on.

Predict the next event in a story and justify your reasoning.

Facilitation Tip

In Clue Hunt Relay, set a five-second time limit at each station so students quickly scan for one clue and move on, reducing overthinking.

What to look for

After reading a story, ask: 'What was one thing you predicted would happen? What clue made you think that? Did that prediction come true? Why or why not?' Encourage students to share their reasoning with a partner first.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 03

• Think-Pair-Share
• 40 min · Whole Class

Whole Class: Prediction Theatre

Stop the story and have the class act out their predicted next event using props or actions. Vote on the most likely prediction, then reveal the real page and discuss matches.

Compare your prediction with what actually happened in the story.

Facilitation Tip

For Prediction Theatre, assign small roles so every child has a turn to act out a moment and prompt classmates to predict what comes next.

What to look for

During shared reading, pause at a key moment and ask students to show a thumbs up if they think one thing will happen next, or a thumbs down if they think something else will happen. Ask a few students to explain their choice using a specific clue from the page.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 04

• Think-Pair-Share
• 25 min · Individual

Individual: Sketch a Guess

After a story pause, students draw their prediction with labeled clues. Share drawings in a gallery walk, then check against the text.

Explain what clues in the story help you make a prediction.

Facilitation Tip

When students Sketch a Guess, ask them to label one part of their drawing with a word or phrase from the story that guided their idea.

What to look for

Provide students with a short, familiar story excerpt and an illustration. Ask them to write one sentence predicting what happens next and list one clue that helped them make that prediction.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teachers approach this topic by modeling how to pause and point out evidence aloud during read-alouds, then gradually releasing responsibility to students. Avoid rushing through predictions; give time for students to revise based on new clues. Research shows that children benefit from hearing peers’ reasoning, so structured partner talk is essential.

Students will explain their predictions using specific clues from the text or pictures and adjust their thinking when new information appears. Look for clear links between evidence and guesses in both discussions and recorded work.

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Watch Out for These Misconceptions

• During Pair Share: Prediction Pause, watch for students who make guesses without using evidence from the text or pictures.

  During Pair Share: Prediction Pause, hand each pair a small set of picture cards from the story and require them to place one card face-up as they share their prediction, explaining how the image supports their thinking.

• During Prediction Theatre, children may assume the first prediction they hear is the only correct answer.

  During Prediction Theatre, pause after each act and ask students to show a thumbs up or down privately, then discuss why multiple ideas can fit the clues before revealing the next part of the story.

• During Clue Hunt Relay, visual learners might ignore the text and only use pictures.

  During Clue Hunt Relay, include one station per group that requires students to find a repeated word in the text, ensuring they attend to both visual and written clues.

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Methods used in this brief

• Think-Pair-Share