Making and Checking Predictions in Reading Comprehension for Primary 1

Class: Primary One
Term: Second Term
Week: 7
Age: 6 years
Duration: 45 minutes
Subject: English Studies
Curriculum Theme: Reading
Focal competence: Reading and comprehending texts
Key competencies/values: Communication; Environmental Literacy; Critical Thinking; Creativity and Innovation; ICT and Digital Competencies
Skills:

• Describing information gained from a text
• Answering written comprehension questions
• Making predictions from illustrations

Previous Lesson: Discriminating animal and environmental sounds in Phonological Awareness
Topic: Comprehension
Subject Matter: Making predictions from illustrations, checking them after reading

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Make a simple prediction about a story from its title or illustrations.
• State if their prediction was correct or not after reading a text.
• Identify the meaning of simple unfamiliar words from a text.

Affective Domain

• Show interest in making predictions before reading.
• Appreciate the importance of checking predictions for better understanding.

Psychomotor Domain

• Point to illustrations in a storybook.
• Write simple answers to comprehension questions.

Social Domain

• Participate in group discussions about story predictions.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Macmillan Primary English for Primary 1
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Approved publisher-neutral storybook with clear illustrations
• Letter, word and picture cards
• Exercise books and pencils
• Story books

Rationale for the Lesson

This lesson helps pupils develop critical thinking skills by encouraging them to think ahead and engage with a story before reading. Learning to make and check predictions improves reading comprehension and makes reading more interactive and enjoyable. It also builds vocabulary and encourages active participation in the learning process.

Prerequisite/Previous Knowledge

Pupils can identify basic pictures, recognise some letters and words, and understand simple spoken instructions.

Lesson Content/Board Summary

Making and Checking Predictions in Reading Comprehension

What is Prediction?

Prediction is guessing what might happen in a story before you read it. It is like trying to know the future of the story.

How to Make Predictions

You can guess what a story is about by:

1. Looking at the pictures or illustrations in the book.
2. Reading the title of the story.
3. Thinking about what you already know about the pictures or title.

How to Check Predictions

After you have made a guess, you need to check if you were right. You check your prediction by:

1. Reading the story carefully from beginning to end.
2. Seeing if what you guessed actually happened in the story.
3. If your guess was different, it is okay! You still learned something new from the story.

Example: “The Little Bird’s Nest”

Illustration: A picture of a small bird building a nest in a tree, with three tiny eggs inside.

Title: The Little Bird’s Nest

Prediction: The story might be about a bird making a home and having babies.

Story:

Once upon a time, there was a little bird named Chirpy. Chirpy wanted to build a home for her babies. She found a tall tree and started gathering twigs and leaves. Soon, she built a soft, warm nest. After some days, Chirpy laid three tiny, blue eggs in her nest. She sat on them every day, keeping them warm. One sunny morning, the eggs hatched, and three little chicks came out! Chirpy was a happy mother.

Checking the Prediction

After reading the story, we see that the prediction was correct! The story was about a bird building a nest and having babies.

Meaning of Unfamiliar Words

1. Nest: A home built by a bird for its eggs and young ones.
2. Twigs: Small, thin branches of a tree.
3. Hatched: When a baby bird breaks out of its egg.

Teaching Methods/Instructional Techniques

Discussion, Question and Answer, Explanation, Guided Practice, Reading Aloud, Storytelling

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating Prior Knowledge

Teacher’s Activity: The teacher shows pupils a picture of a familiar animal or object and asks them to guess what it is or what it does. For example, “What do you see in this picture? What do you think will happen next if this animal is hungry?”

Pupils’ Activity: Pupils observe the picture and share their guesses about the animal or object.

Learning Point: Guessing from pictures

Step 2: Explaining Prediction

Time: 7 minutes

Teaching Skill: Explanation/Definition

Teacher’s Activity: The teacher explains what prediction means in simple terms, relating it to guessing what will happen next. “Today, we will learn about making guesses, which we call predictions, before reading a story.”

Pupils’ Activity: Pupils listen attentively and repeat the word “prediction.”

Learning Point: Meaning of prediction

Step 3: Making Predictions from Illustrations

Time: 8 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher displays a storybook (e.g., “The Little Bird’s Nest”) with a clear illustration and title. The teacher guides pupils to look at the picture and read the title, then asks, “What do you think this story will be about? What clues do you see in the picture?”

Pupils’ Activity: Pupils observe the illustration and title, then make simple predictions about the story’s content.

Learning Point: Predicting from clues

Step 4: Reading the Story

Time: 7 minutes

Teaching Skill: Reading Aloud

Teacher’s Activity: The teacher reads the story “The Little Bird’s Nest” aloud to the pupils, clearly and slowly. The teacher encourages pupils to follow along with their eyes if they have copies.

Pupils’ Activity: Pupils listen carefully to the story as the teacher reads.

Learning Point: Listening to story

Step 5: Checking Predictions

Time: 6 minutes

Teaching Skill: Question and Answer

Teacher’s Activity: After reading, the teacher asks, “Was your guess correct? Did the story happen the way you thought it would? What actually happened in the story?” The teacher explains that it’s good whether the prediction was right or wrong.

Pupils’ Activity: Pupils compare their initial predictions with the actual story and share their findings.

Learning Point: Confirming story events

Step 6: Understanding Unfamiliar Words

Time: 5 minutes

Teaching Skill: Vocabulary Building

Teacher’s Activity: The teacher highlights unfamiliar words from the story like “nest,” “twigs,” and “hatched.” The teacher explains their meanings using simple language or actions, and asks pupils to repeat them.

Pupils’ Activity: Pupils listen to the meanings of new words and repeat them.

Learning Point: New word meanings

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What is prediction?
2. What did you look at to make a prediction about “The Little Bird’s Nest”?
3. Was your prediction about the story correct?
4. What does “nest” mean in the story?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Prediction skill assessment

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils to copy the essential Board Summary notes about making and checking predictions into their notebooks.

Pupils’ Activity: Pupils copy the notes carefully into their notebooks.

Learning Point: Recording lesson notes

Step 9: Conclusion

Time: 3 minutes

Teaching Skill: Consolidation

Teacher’s Activity: The teacher summarises the lesson by reminding pupils that looking at pictures and titles before reading helps them guess what a story is about, and reading helps them check their guesses. This makes reading more fun and helps them understand better.

Pupils’ Activity: Pupils listen and affirm their understanding of the lesson.

Learning Point: Lesson consolidation

Continuous Assessment/Further Study

Type: Homework
Instruction: Look at the picture and title of a storybook at home. Make a prediction about what the story is about. Then, ask an adult to read the story to you and check if your prediction was correct.

1. Draw a picture of what you think the story is about before reading.
2. Write one sentence about your prediction.
3. After reading, write one sentence about what actually happened.

Lesson Keywords

• Prediction – A guess about what might happen.
• Illustration – A picture in a book.
• Check – To see if something is correct.
• Comprehension – Understanding what you read.

Differentiation

For weaker learners: Provide simpler illustrated stories with very obvious clues. Guide them step-by-step through making and checking predictions, using picture cards for new vocabulary.
For faster learners: Encourage them to make more detailed predictions, including possible characters and settings. Ask them to explain why they made a particular prediction and to identify more unfamiliar words from the story.

Suggested Lesson Videos

For further understanding, search on YouTube for: “Making predictions Primary 1 reading” or “Reading comprehension for kids predictions”

Teacher Guide for Using This Lesson Plan

Before the lesson, select a short, age-appropriate storybook with clear, engaging illustrations and a title that provides good clues. Prepare any word or picture cards for unfamiliar vocabulary you anticipate. Begin by engaging pupils with a simple guessing game to introduce the concept of prediction. Guide them through the process of examining the book’s cover, title, and illustrations to form initial guesses about the story. Emphasise that there are no “wrong” predictions, only opportunities to learn. As you read the story aloud, encourage active listening. After reading, facilitate a discussion to help pupils compare their predictions with the actual events of the story. Ensure all pupils have a chance to share. When teaching new vocabulary, use gestures, real objects, or simple drawings to make meanings concrete. Pupils should copy the Board Summary notes neatly into their books during the designated note-taking time. For weaker learners, provide extra support by guiding them with specific questions and prompts during prediction activities. Challenge faster learners to articulate their reasoning behind predictions and to infer meanings of words from context. Always check for understanding throughout the lesson by asking simple questions.