EL Support Lesson

I Predict...

Help your students learn all about making predictions in this fun reading comprehension lesson plan. Can be used as a stand-alone or support lesson plan for the **Reading Without Words** lesson plan.
This lesson can be used as a pre-lesson for the Reading Without Words lesson plan.
Grade Subject View aligned standards
This lesson can be used as a pre-lesson for the Reading Without Words lesson plan.

Students will be able to preview stories using illustrations as a guide.


Students will be able to make a prediction with transitional language using visual supports.

(2 minutes)
  • Gather students together and display the cover of the read-aloud text Blue on Blue by Dianne White.
  • Model looking closely at the cover and thinking aloud to share your observations: "I see a house and a child playing."
  • Ask students to share with a partner what they see using the sentence starter, "I see __ __ __ __."
(3 minutes)
  • Explain that today students will use the illustrations or pictures in the text to make predictions about what will happen next in the story.
  • Tell students that a prediction is a guess of what might happen next. This guess is based on evidence. Explain that evidence is what you use to make your prediction. Model making a prediction by saying, "I predict this book is about a child." Show students your evidence, such as the picture of the child on the front.
  • Invite students to turn and talk to make a prediction of what the book will be about using the sentence starter: "I predict this book is about __ __ __ __." Then, have them share their evidence with their partner.
(15 minutes)
  • Read aloud the first two pages of the text and then pause. Ask students to share with a partner their prediction of what will happen next in the story. Provide students with the sentence frame, "I predict __ __ __ __ will happen next."
  • Pass out index cards and have students draw their prediction on one side of their index card.
  • Continue reading the story. Pause after a few more pages and ask students if their predictions were right. Then allow students to draw a picture of a new or revised prediction on the other side of their index card.
  • Read the remainder of the story.
(5 minutes)
  • Have students sit in a circle and share their first prediction with the group, then ask them if they needed to change their prediction halfway through the story.
  • Ask guiding questions such as: "What made you think __ __ __ __ was going to happen?" "Why did you change your mind?" "Can you show the illustration that made you think __ __ __ __ would happen next?"


  • Read the text in a small group and pause to ask guiding questions to the students as you read (about the illustrations and words). Model how to make predictions using think-alouds.
  • Have students practice using transitional language as they share their predictions with the group.


  • Pair students together and pass out additional new fiction texts. Have each pair practice making predictions by looking at the cover and illustrations throughout the book.
(2 minutes)
  • As students are sharing their predictions with a partner, listen for their use of transitional language and ability to connect the illustrations to their predictions. Can students make accurate predictions based on the text? Are students able to revise their predictions based on new information?
(3 minutes)
  • Close by asking students to share their favorite part of the story.
  • Say, "Making predictions by looking for evidence in the illustrations is a great way to learn more about the story."

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