EL Support Lesson

Making Predictions

In this lesson, students will practise making predictions while telling stories. Students will learn to use sequencing words like first, then, and last. This lesson can be used alone or with the Predict It lesson plan.
This lesson can be used as a pre-lesson for thePredict ItLesson plan.
GradeSubjectView aligned standards
This lesson can be used as a pre-lesson for thePredict ItLesson plan.

Students will be able to make predictions when listening to a story.


Students will be able to make predictions with transition words using sentence frames and graphic organizers for support.

(10 minutes)
First, Then, LastVocabulary Cards: Making PredictionsGlossary: Making PredictionsTeach Background Knowledge TemplateWrite Student-Facing Language Objectives Reference
  • Tell students the first part of a story (e.g. a time when you went to the beach or when you walked into the classroom this morning).
  • Ask students to predict what happens next in your story.
  • Call on a few students to share their predictions with the class.
(5 minutes)
  • Hand out the Vocabulary Cards to students. As you go over each word, have students locate the card for the word you are reviewing.
  • Explain to students that in the introduction of the lesson they made predictions. PredictionsAre what you think will happen. Making predictions helps us to pay attention to stories we listen to and stories we read.
  • When telling stories or making predictions, we use words that help us know the order that things happen in. Words like First, Then, and NextHelp us to order stories.
(10 minutes)
  • Go back to one of the predictions that students shared in the introduction.
  • Tell students that you are going to explain what happened at the beginning, middle, and end of the prediction.
  • We can tell about different parts of a story using transition words like first, then, and last.
  • Write the following sentence frames on the board:
    • First, ____.
    • Then, ____.
    • Last, ____.
  • Model how to complete the sentence frames when explaining the parts of a prediction. The first sentence can encompass the first part of the story that you told the students.
  • Have students use sentence frames to elaborate on the predictions they made in the introduction.
(10 minutes)
  • Pair students up. Tell them to think of a story to tell their partner. But they should only tell the beginning of the story. The partner should come up with a prediction for what happens next.
  • Have partners take turns telling the first parts of their stories. Tell students to make predictions for what happens next in their partner's stories using the sentence frames from the board:
    • First, ____.
    • Then, ____.
    • Last, ____.
  • The first sentence here can encompass what their partner told them for the beginning of the story.
  • Have students complete the First, Then, Last worksheet.
  • Ask partners to share what actually happened next in their story. Have the pairs compare what happened to what the partner predicted would happen.


  • Allow students to make predictions in English or their home language (L1).
  • Have students work in a teacher-led small group.


  • Have students write down their predictions.
  • Have students come up with predictions for what would happen next in a book.
(2 minutes)
  • Ask students to answer the following questions with the corresponding sentence stems:
    • What are predictions?
      • "Predictions are ____."
    • Why might we make predictions?
      • "We make predictions to ____."
(3 minutes)
  • Call on pairs to volunteer to share their stories and predictions with the class.

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