English · Year 2 · Narrative Journeys and Character Secrets · Term 1

Making Predictions in Stories

Developing skills to make logical predictions about what will happen next in a story based on clues.

• ACARA Content Descriptions
• AC9E2LY05

About This Topic

Making predictions in stories teaches Year 2 students to use clues from text, illustrations, and character actions to anticipate what happens next. This skill aligns with AC9E2LY05, where students respond to literature by discussing predictions and reflecting on whether they were accurate. Predictions build engagement during reading, encourage active listening, and strengthen connections between story elements like setting, characters, and plot.

In the Narrative Journeys and Character Secrets unit, predictions reveal character secrets and drive story journeys forward. Students learn to cite specific evidence, such as a character's worried expression or dialogue hinting at trouble, to support their ideas. This process fosters evidence-based reasoning, a key literacy foundation that supports later analysis of narrative structure.

Teachers can scaffold predictions with sentence stems like 'I think... because...' to guide discussions. Active learning benefits this topic because students make and revise predictions collaboratively during read-alouds or partner retells, turning passive reading into interactive hypothesis testing that boosts comprehension and retention.

Key Questions

1. What do you think will happen next in the story?
2. What clues in the pictures or words helped you make your prediction?
3. Was your prediction right? What happened instead, and why?

Learning Objectives

• Identify specific textual and visual clues that support a prediction.
• Explain the reasoning behind a prediction using evidence from the text or illustrations.
• Evaluate the accuracy of a prediction after the story concludes, citing what actually happened.
• Formulate a new prediction based on revised understanding of the story's progression.

Before You Start

Identifying Characters and Settings

Why: Students need to recognize the main characters and where the story takes place to understand the context for making predictions.

Understanding Cause and Effect

Why: Recognizing that actions have consequences helps students anticipate future events in a narrative.

Key Vocabulary

prediction	An educated guess about what might happen next in a story, based on clues.
clue	A piece of information in the story, like a word, picture, or character's action, that helps you make a prediction.
evidence	Specific details from the story, such as a character's expression or a sentence spoken, that support your prediction.
revise	To change your prediction when you learn new information in the story.

Watch Out for These Misconceptions

Common Misconception

Predictions are just wild guesses with no evidence.

What to Teach Instead

Predictions rely on story clues like pictures or words. Partner talks help students share evidence and build logical ideas together. This active sharing corrects guesses by comparing them to text details.

Common Misconception

If a prediction is wrong, it means you did not understand.

What to Teach Instead

Stories often include surprises that change predictions. Group discussions let students revise ideas as new clues appear. Hands-on charting of predictions and outcomes shows that adjusting thinking is part of comprehension.

Common Misconception

Only words matter for predictions, not pictures.

What to Teach Instead

Illustrations provide key visual clues. Station activities with separate picture and text stations help students practice both. Collaborative rotations reveal how visuals and words work together for stronger predictions.

Active Learning Ideas

Think-Pair-Share: Story Predictions

Pause at key points in a read-aloud story. Students think silently for 1 minute about what happens next, citing a clue. They pair up to share and refine predictions, then share one with the class. Record predictions on a chart and check as the story continues.

30 min·Pairs

Prediction Station Rotation

Set up stations with story excerpts: one for picture clues, one for word clues, one for character clues. Small groups visit each, write predictions on sticky notes, and post them. Rotate twice, then discuss as a class which clues were strongest.

45 min·Small Groups

Story Prediction Comics

Students read a picture book up to a cliffhanger. In pairs, they draw the next scene based on clues and add dialogue. Pairs present comics, class votes on most logical predictions, then reveal the real story ending.

40 min·Pairs

Whole Class Prediction Chain

During shared reading, each student adds one prediction link to a class chain chart, explaining their clue. Build the chain across the story, folding back to check accuracy. End with a group reflection on surprises.

25 min·Whole Class

Real-World Connections

• Detectives use clues to predict who committed a crime. They gather evidence, like fingerprints or witness statements, to form a hypothesis about the suspect and what might happen next in their investigation.
• Doctors make predictions about a patient's health based on symptoms and test results. They use the evidence to predict the cause of illness and the likely outcome of treatment, adjusting their plan as needed.

Assessment Ideas

Exit Ticket

Provide students with a short, illustrated passage from a familiar story. Ask them to write one sentence predicting what happens next and list two clues that helped them make their prediction.

Discussion Prompt

During a read-aloud, pause at a critical moment. Ask: 'What do you think will happen next? What makes you think that?' After revealing what happens, ask: 'Was your prediction correct? How did the story surprise you?'

Quick Check

As students read independently or in pairs, circulate and ask: 'What are you predicting will happen here? What clue told you that?' Note student responses to gauge understanding of evidence-based predictions.

Frequently Asked Questions

How do I teach making predictions in Year 2 English?

Start with familiar stories and pause at predictable points. Model predictions using think-alouds: 'The character looks scared because of the dark clouds, so I predict a storm.' Use charts to track predictions versus outcomes. Build independence with partner practice and reflection questions like 'What clues helped?' This scaffolds evidence-based thinking aligned to AC9E2LY05.

What are common misconceptions when students make story predictions?

Students often treat predictions as random guesses or ignore visual clues. They may also stop predicting after one miss. Address these through visible thinking routines like prediction charts and peer discussions, where groups cite evidence and revise ideas. This builds accurate, flexible comprehension habits.

How can active learning help students with making predictions?

Active learning engages students through think-pair-share or stations, where they voice predictions, debate clues, and test ideas collaboratively. Revising predictions in real-time during read-alouds mirrors scientific inquiry, making abstract skills concrete. This boosts retention, as hands-on charting and role-plays help 80% more students recall story events accurately.

What stories work best for prediction activities in Year 2?

Choose predictable texts like 'The Very Hungry Caterpillar' for pattern clues or 'We're Going on a Bear Hunt' for cumulative tension. Australian picture books such as 'Possum Magic' offer cultural clues. Pause at 3-4 points per book, ensuring diverse characters and settings to spark inclusive predictions tied to AC9E2LY05.