Foundations of Literacy and Expression · 1st Year · The Power of Storytelling · Autumn Term

Making Predictions in Stories

Developing skills to predict what might happen next in a story based on clues and prior knowledge.

• NCCA Curriculum Specifications
• NCCA: Primary - Reading
• NCCA: Primary - Oral Language

About This Topic

Making predictions in stories teaches first-year students to use clues from text, pictures, and prior knowledge to anticipate events. They practice by pausing at key points to guess what characters might do next, based on actions already shown or patterns they recognise from life. This skill strengthens comprehension and keeps reading engaging from the earliest stages.

Aligned with NCCA Primary Reading and Oral Language standards, this topic sits within The Power of Storytelling unit. It prompts discussions around questions like 'What do you think will happen next? Why?' Students connect character behaviours to likely outcomes, building narrative awareness and vocabulary through talk. Over time, they refine predictions, learning that stories follow logical patterns.

Active learning suits this topic perfectly. When students share predictions in pairs before revealing the next page, they hear diverse ideas, justify their thinking, and adjust based on evidence. Group story mapping or picture walks make abstract prediction concrete, boosting confidence and retention through collaboration and movement.

Key Questions

1. What do you think will happen next in the story? Why?
2. Can you use the pictures to predict what happens on the next page?
3. How do the things a character has done help you guess what they will do next?

Learning Objectives

• Analyze story elements, such as character traits and past actions, to predict future events.
• Explain the reasoning behind predictions using specific textual or visual evidence from a story.
• Compare their own predictions with those of peers, justifying their differing perspectives.
• Evaluate the accuracy of their predictions after reading a story segment, identifying why they were correct or incorrect.

Before You Start

Identifying Main Characters and Setting

Why: Students need to recognize who is in the story and where it takes place to make relevant predictions about their actions.

Understanding Cause and Effect

Why: Recognizing that actions have consequences is fundamental to predicting future events based on character behavior.

Key Vocabulary

prediction	A statement about what you think will happen in a story before it actually happens.
clue	A piece of information in the text or pictures that helps you guess what might happen next.
evidence	The specific words, sentences, or details from the story that support your prediction.
prior knowledge	What you already know about similar stories, characters, or real-life situations that helps you make a prediction.

Watch Out for These Misconceptions

Common Misconception

Predictions are just wild guesses with no basis.

What to Teach Instead

Guide students to find evidence in pictures or text first. Pair discussions help them articulate reasons, like 'The character looks scared, so they might run.' This active sharing builds evidence-based thinking over random ideas.

Common Misconception

The story always matches my prediction exactly.

What to Teach Instead

Emphasise that good predictions use clues but stories can surprise. Group revisions after reading show how close ideas were, teaching flexibility. Hands-on prediction charts track accuracy, reinforcing realistic expectations.

Common Misconception

Pictures give no clues for predictions.

What to Teach Instead

Start with picture-only walks to highlight visual hints. Students label clues in pairs, then link to text, proving pictures predict plot. This active visual scanning corrects the oversight.

Active Learning Ideas

Think-Pair-Share: Story Predictions

Read a story page aloud, then have students think silently for 1 minute about what happens next. They pair up to share and justify predictions using picture clues. Pairs report one idea to the class before turning the page.

20 min·Pairs

Picture Walk Prediction

Hold up book pictures one by one without reading text. Students predict the story sequence in small groups, drawing quick sketches of their ideas. Compare predictions to the real story as you read.

30 min·Small Groups

Prediction Station Rotation

Set up stations with story excerpts: one for picture predictions, one for character action guesses, one for ending forecasts. Groups rotate, recording predictions on sticky notes, then discuss as a class.

40 min·Small Groups

Role-Play What Next

After a story cliffhanger, students in pairs act out two possible next events. They perform for the class, vote on the most likely, and check against the book.

25 min·Pairs

Real-World Connections

• Detectives use clues and their knowledge of criminal behavior to predict who committed a crime and what their next move might be.
• Sports commentators analyze player performance and team history to predict the outcome of a game before it is played.
• Weather forecasters examine atmospheric data and historical weather patterns to predict future weather conditions for a region.

Assessment Ideas

Exit Ticket

After reading a short story excerpt, ask students to write down one prediction for what will happen next. They must also write one sentence explaining the clue or evidence from the text that led to their prediction.

Discussion Prompt

During a read-aloud, pause at a critical moment and ask: 'Based on what we've read so far, what do you predict will happen next? Turn to a partner and share your prediction and why you think that.' Facilitate a brief whole-class share-out of different predictions and their justifications.

Quick Check

Provide students with a picture from a story. Ask them to write or draw two things they see in the picture that help them predict what might happen on the next page. Review their responses for understanding of visual clues.

Frequently Asked Questions

How do you teach making predictions in stories to first years?

Begin with familiar, predictable books like repetitive tales. Pause frequently to model predictions using 'I think... because...' stems tied to pictures or events. Build to student-led predictions with think-pair-share, gradually increasing text reliance for deeper comprehension.

What NCCA standards cover story predictions?

This aligns with Primary Reading standards for comprehension strategies and Oral Language for predictive talk. Key questions like 'Why do you think that will happen?' develop inference and justification skills central to early literacy progress.

How can active learning help students make predictions in stories?

Active methods like pair predictions and picture walks engage students kinesthetically. They justify ideas aloud, hear peers' views, and revise on evidence, making prediction a social skill. Role-plays add embodiment, turning passive reading into dynamic, memorable practice that boosts retention and enthusiasm.

Why do predictions improve reading comprehension?

Predictions activate prior knowledge and monitor understanding, prompting questions about text logic. Students anticipate plot, notice inconsistencies, and engage more deeply. Regular practice in groups builds fluency in using context clues, a foundation for independent reading.