Georgia 5.P.EICC.3.e
The Standard
Make and track predictions about the events and information likely to come next. (I)
Georgia's K-12 English Language Arts Standards · Practices (P) · Engagement & Intention for Comprehension & Composition
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students use titles, headings, details, and prior knowledge to predict what a text will reveal next. As they read, they record whether each prediction was confirmed, revised, or disproved. They name the new detail that changed their thinking.
What Mastery Looks Like
- A student makes a specific prediction supported by a title, heading, event, or detail. After reading more, the student updates the prediction and cites the new evidence that shaped the change.
Common Misconceptions
- Students may make random guesses instead of using text clues. They may see an incorrect prediction as a failure rather than revise it. Some claim a prediction was confirmed without naming supporting evidence.
How to Assess It
- Give students three paragraphs from an unfamiliar passage. After paragraph two, ask, “What will come next, and why?” Then reveal paragraph three and have them label the prediction confirmed, revised, or disproved.
Lesson moves
Ways to Teach It
Give groups a cut-up narrative; reveal one section at a time, then sort sticky-note predictions into confirmed, revised, or disproved columns.
Pause before a key event and ask students to write, “I predict ___ because the text says ___.”
Play Prediction Relay with short passages, awarding points for specific predictions, clear evidence, and accurate updates after each new section.
Read half of a school announcement, predict the remaining details, then compare predictions with the complete announcement.
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