Your next great Lessn starts here.

Becoming Story Detectives with Inference – What is inference? – Inference is like being a detective, but for words! – Using clues in stories – Clues can be words, phrases, or pictures that help us guess. – Be a story detective – Think like a detective to guess what might happen next. – Practice makes perfect | In this slide, we introduce the concept of inference as a critical reading skill. Explain to students that making inferences is like using clues to solve a mystery, except the mystery is what the author is trying to tell us without saying it directly. Encourage them to look for clues in the text, such as descriptive words or phrases, and to use their own experiences to help understand what’s happening in the story. Emphasize that the more they practice, the better they’ll become at predicting and understanding stories. Plan an activity where students can practice making inferences from a short story or picture, and share their thoughts with the class.

Making Predictions in Stories – What does ‘prediction’ mean? – A prediction is a smart guess about what might happen next in a story. – How to predict with story clues – Look for hints in the text, like words or actions, that give you an idea of what comes next. – Why predictions matter – Predicting helps you understand the story better and keeps you thinking as you read. – Practice predicting in stories | This slide introduces the concept of making predictions, a key reading comprehension strategy. Start by explaining that a prediction is like a detective’s guess about what will happen next in a story, based on evidence. Emphasize the importance of using clues from the text to make informed guesses, rather than random ones. Discuss why making predictions is a crucial skill: it engages students with the text and enhances their understanding of the narrative. Encourage students to always be on the lookout for clues that authors leave to guide them. As an activity, select a short story or a chapter from a book the class is reading, and pause at different points to ask students what they predict will happen next and why.

Making Predictions: Clues in Stories – Find clues in text and images – Look for hints in the story and pictures that suggest what might happen next. – Examples: words, phrases, illustrations – ‘Whispered’ suggests secrecy, a dark illustration may suggest something scary is about to happen. – Practice with a sample story – Identify clues in a story we read together and discuss what they might mean. | This slide is aimed at teaching students how to make predictions about a story by using inference skills. Start by explaining that clues can be found in both the text and the illustrations of a story. Provide examples of different types of clues, such as specific words that hint at emotions or actions, phrases that set the scene, and illustrations that add context. During the practice activity, guide students through a sample story, asking them to point out clues and discuss what predictions they can make based on those clues. Encourage them to justify their predictions with specific references to the text or pictures. This exercise will help students become more active readers and improve their comprehension skills.

Making Predictions in Stories – Learn to predict with clues – Use story details to guess what might happen next. – Guess a character’s next move – Think about what you know of the character to predict their actions. – Group activity on story predictions – We’ll read a story together and make predictions as a team. | This slide introduces the concept of making predictions in literature, a key component of reading comprehension. Start by explaining how to use context clues and details from the text to anticipate what might happen next in the story. Discuss how understanding a character’s personality and past actions can help predict future behavior. For the group activity, select a short story appropriate for fourth graders. Divide the class into small groups and have them read the story together. At various points, stop and ask them to predict what will happen next, encouraging them to explain their reasoning. This activity will help students practice inference skills and understand the importance of context in literature. Provide guidance and support as needed, and ensure each group gets a chance to share their predictions with the class.

Making Predictions: Practice with a Story – Read a story as a class – Pause to predict key events – Think about what might happen next and why – Discuss our predictions – Share your thoughts and listen to others – Understand the ‘why’ behind them – Reflect on clues that led to your prediction | This slide is for a class activity focused on making predictions while reading a story. The teacher will read a story aloud to the class, pausing at predetermined points to ask students to predict what will happen next. Students should be encouraged to use clues from the text and their own inference skills to make predictions. After making predictions, the class will discuss them together, exploring the reasons behind their thoughts. This activity helps students practice critical thinking and comprehension skills. For the teacher: Prepare a story with clear points for pausing and predicting. Have a list of guiding questions ready to help students articulate their predictions and the reasoning behind them. Consider having students write down their predictions before sharing to encourage individual thinking.

Why Predictions Can Change – Predictions evolve with new clues – As you read more, you find new hints that can change your guess. – It’s fine if predictions are wrong – Making mistakes is part of learning and guessing. – Learn from the story’s outcome – What really happens can teach us a lot about the story. – Discuss how our guesses shifted – We’ll talk about why we thought differently at first. | This slide aims to teach students that making predictions is a process that can change as they gain more information from the story. It’s important to emphasize that it’s completely acceptable for their predictions to be incorrect, as this is a natural part of the learning process. As they read and gather more details, their initial guesses might shift, and that’s a valuable skill in understanding narrative and building critical thinking. Encourage students to think back on their original predictions and compare them with the actual outcomes to see what they have learned. This reflection helps them understand the importance of flexibility in thinking and adaptability in learning.

Class Activity: Crafting & Predicting Stories – Group story creation – Make predictions about other stories – What might happen next? Use clues from the text. – Present your group’s story – Discuss the predictions made – Were the predictions accurate? Why or why not? | In this interactive class activity, students will work in groups to create their own short stories. Once the stories are written, they will be exchanged with other groups who will then make predictions about how the stories will unfold, using inference skills. After predictions are shared, each group will present their story to the class and discuss the predictions that were made, exploring the reasoning behind them. This activity encourages creativity, critical thinking, and the application of inference to understand narratives. For the teacher: Prepare a list of guiding questions to help students form their predictions and facilitate the discussion post-presentation to ensure a comprehensive understanding of the stories and the predictions.

Conclusion: The Power of Prediction – Reviewing prediction skills – We learned to use clues to guess what happens next. – Applying skills to new stories – Use predictions to understand any story better. – Sharing our lesson highlights – What was your favorite part of learning predictions? | As we wrap up today’s lesson, let’s reflect on the importance of making predictions when reading. This skill helps us to engage with the story and anticipate what might happen next, enhancing our comprehension and enjoyment of the text. Encourage students to think about how they can use this skill when they read other stories, not just in class but also in their personal reading time. Ask them to share what they found enjoyable or interesting about today’s lesson, which can include specific activities or stories they read. This reflection time is crucial for reinforcing what they’ve learned and for you to gauge their understanding and enthusiasm.