Georgia 9.P.EICC.3.e

ELA9th GradeComprehension Strategies

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 Students Need to Do: Students anticipate what may appear next in a story, article, or argument by using details, structure, and genre clues. They record their thinking and revise it as new evidence appears.
What Mastery Looks Like: Students make specific, reasonable predictions and point to details that support them. As they read, they record whether each prediction was confirmed, changed, or rejected and explain why.
Common Misconceptions: Students may treat prediction as random guessing or rely only on personal experience. They may ignore text evidence, make vague claims, or keep an early prediction after new details contradict it.
How to Assess It: Give students a short passage that stops before the final paragraph. Ask them to predict the ending, cite two clues, then revise after reading the conclusion.

Lesson moves

Place sections of a short story in numbered envelopes, and have pairs record a supported prediction before opening each new section.
Pause before a key scene and ask, "What will happen next, and which two details make you think so?"
Play Prediction Points, awarding one point for a plausible claim and one point for each relevant clue cited.
Read a weather alert or game preview, then compare its forecasts with what actually happened and identify the evidence behind each forecast.

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A ready-to-print activity worksheet aligned to 9.P.EICC.3.e, with an answer key for the teacher on its own page. No account needed.

PDF, US Letter, prints cleanly in black and white.

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