EL Support Lesson

Make a Prediction

Teach your students to make predictions as they read, and it guides them to use text evidence to back up their predictions. Use this as a stand-alone lesson or as a pre-lesson for <a href="https://www.education.com/lesson-plan/making-predictions-lesson/" target="_blank">Making Predictions Lesson</a>.
This lesson can be used as a pre-lesson for theMaking Predictions LessonLesson plan.
GradeSubjectView aligned standards
This lesson can be used as a pre-lesson for theMaking Predictions LessonLesson plan.

Students will be able to practise making predictions and support their thinking with evidence from the text.


Students will be able to identify text evidence for their predictions using introductory phrases with sentence frames and word banks.

(2 minutes)
Introductory PhrasesMaking Predictions with Text EvidenceWrite Student-Facing Language Objectives ReferenceTeach Background Knowledge TemplateGlossary: Make a PredictionVocabulary Cards: Make a Prediction
  • Write the word "predict" on the board and have students talk to a shoulder partner about what they think it means. Collect student answers, and confirm and correct as needed.
  • Explain that we predict when we say what we think will happen in the future.
  • Offer an example of predicting. Share that if there are dark clouds that move in the sky while you’re outside playing, the prediction would be that it is probably time to go inside. You can make that prediction because you know that dark clouds usually mean storms.
  • Go over the objectives of the lesson with the group and explain that they will be making predictions using text evidence. This lesson will focus on how to use a certain format when providing text evidence.
(10 minutes)
  • Tell students that there are some key words they will come across in today’s text, so it is important to have an understanding of those before diving into making predictions with text evidence.
  • Introduce vocabulary words by reading them aloud and having students repeat them aloud. Go over the definitions and provide visuals when possible. Give examples for each of the words to provide context.
  • Give each student a Glossary, and have them discuss the information with a partner. Ask partners to brainstorm and discuss additional visuals that would help them remember the definitions.
  • Put learners into partnerships and instruct them to come up with an example of each vocabulary word. Allow them to use home language (L1) if there is the opportunity to partner students with the same L1.
  • Facilitate a class discussion of examples of each of the words, and direct students to record them in the last column. Invite students to make any necessary adjustments to their Glossary.
(10 minutes)
  • Distribute a copy of the Introductory Phrases worksheet to each student, and display a copy on the document camera. Explain that the purpose of the worksheet is to read a short passage and find text evidence to support predictions. Share that learners will use a word bank of introductory phrases, and they will complete sentence frames with text evidence.
  • Review the teaching box at the top, and emphasize that the introductory phrase introduces the main information in the sentence. Point out the example and have students choral read it.
  • Read aloud the passage to the class. Have students circle any of the vocabulary words they learned today, and direct them to underline any words that are new to them. Define new words and provide visuals as needed before proceeding with the lesson.
  • Remind students that a prediction is what we think will happen next. Model completing the sentence frame for the first prediction on the worksheet. Record the information and show students how to go back into the text to find evidence that supports the prediction.
  • Pair students together and have them complete the second problem on the worksheet. Challenge them to use vocabulary words in their answers, in addition to the phrases from the word bank. Go over the answers as a class by calling on nonvolunteers to read aloud their sentence frames. Point out that each sentence shared may sound a little different because of the word choice, but they are still showing text evidence to support a prediction.
  • Have individuals complete the last problem independently. Circulate and offer feedback as needed. Go over the work after students have completed it. Call on nonvolunteers to share their answers, and have peers share what they liked about the answer using the following sentence stem: “I like how you ____."
(10 minutes)
  • Distribute a copy of the Making Predictions with Text Evidence worksheet to individuals and display a copy on the document camera. Review the information in the text box, and point out that the word bank has some additional introductory phrases from which to choose.
  • Read aloud the passage to the students, and instruct them to circle any of the vocabulary words from the lesson. Have them underline any new words that they want to review. Provide student-friendly definitions and visuals as needed.
  • Guide students through the first example by accepting a volunteer’s prediction about what will happen next. Record the prediction on the teacher copy of the worksheet, and instruct students to copy it on their own papers. Invite learners to offer suggestions to create a sentence with an introductory phrase from the word bank and text evidence from the passage.
  • Instruct individuals to make their own prediction and complete the sentence frame with an introductory phrase and text evidence from the passage.
  • Put students into A-B partnerships. Instruct Partner A to read aloud his or her prediction and sentence frame. Have Partner B listen, and then rephrase what Partner A just said. Then, have the partners switch roles.
  • Call on nonvolunteers to share some predictions and sentence frames. Offer praise and feedback.


  • Provide students with the following sentence frame as they discuss the vocabulary word examples in the Word Level section: "An example of the word ____Is ____."
  • Allow students to access reference materials in L1.
  • Have learners repeat instructions and key vocabulary to the teacher.


  • Allow learners to utilize glossaries and dictionaries for unfamiliar words.
  • Choose advanced ELs to share their ideas first in group and class discussions.
  • Have learners repeat instructions and key vocabulary, summarizing important information for the class.
(5 minutes)
  • Use the text from the Making Predictions with Text Evidence worksheet and display the following question: "What will Michelle do next?"
  • Distribute an index card to each student, and have them write their prediction. Instruct them to use the sentence frames format from the worksheet to write a sentence with an introductory phrase and text evidence.
(3 minutes)
  • Have the students share out their predictions and sentence from the Assessment portion of the lesson.
  • Review that predictions are statements of what we think will happen in the future, and there must be reasoning behind the predictions we make as readers. Remind students that the introductory phrase in that sentence is used to set the stage for the text evidence.

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