English · Year 2

Active learning ideas

Making Predictions in Stories

Active learning helps Year 2 students grasp making predictions because it moves the skill beyond passive listening. Hands-on activities let children test ideas with peers, use visual and textual clues, and see how predictions connect to story events. This engagement builds confidence and makes abstract thinking concrete.

• ACARA Content Descriptions
• AC9E2LY05

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

Activity 01

• Think-Pair-Share
• 30 min · Pairs

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.

What do you think will happen next in the story?

Facilitation Tip

During Think-Pair-Share, circulate to listen for evidence-based statements and prompt students to cite specific words or pictures.

What to look for

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.

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

Activity 02

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

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.

What clues in the pictures or words helped you make your prediction?

Facilitation Tip

At Prediction Station Rotation, model how to record predictions and clues on sticky notes before moving to the next station.

What to look for

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?'

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

Activity 03

• Think-Pair-Share
• 40 min · Pairs

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.

Was your prediction right? What happened instead, and why?

Facilitation Tip

For Story Prediction Comics, provide sentence starters like 'I think ____ because the picture shows ____' to scaffold language.

What to look for

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.

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

Activity 04

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

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.

What do you think will happen next in the story?

Facilitation Tip

In the Whole Class Prediction Chain, pause after each prediction to ask, 'What would change your mind?' to encourage flexible thinking.

What to look for

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.

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

A few notes on teaching this unit

Teach predictions by making the process visible. Use anchor charts to track how clues from words and pictures build predictions over time. Avoid rushing to 'correct' predictions; instead, highlight how evidence leads to different ideas. Research shows that revising predictions as new information appears strengthens comprehension and critical thinking.

Successful learning looks like students using evidence from text and illustrations to support their predictions. They should adjust ideas when new clues appear and share reasoning clearly in discussions or written work. Accuracy isn’t the goal; using clues and revising thinking is.

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Watch Out for These Misconceptions

• During Think-Pair-Share, watch for students who make predictions without sharing evidence from the text or illustrations.

  Prompt partners to ask, 'What clue did you see?' before accepting a prediction. Use sentence stems like 'I predict ___ because the text says ____.' to guide responses.

• During Prediction Station Rotation, watch for students who ignore visual clues and focus only on the words.

  At the picture-only station, ask students to describe what they see and explain how it could change their prediction. Then, have them compare their picture-based prediction to the text station’s prediction.

• During Story Prediction Comics, watch for students who draw scenes without connecting them to clues from the story.

  Provide a checklist with 'Clue from text' and 'Clue from picture' to include in each box. Ask students to label their drawings with how each clue supports their prediction.

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Methods used in this brief

• Think-Pair-Share