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English lesson plan · 2nd grade (Year 3 in England) · 30 minutes

Predicting and simple inference

Reading Comprehension

CCSS RL.2.1CCSS RL.2.7England: Y2 Reading (inference, prediction)England: KS1 SATs Reading

Objective and success criteria

Students will: Predicting and simple inference.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Characters and setting

Leads to: Making inferences

Materials: A short text or extract (one copy each), Highlighters, Question cards, Mini whiteboards, A short model text on the board, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Characters and setting). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. On a snowy morning, Ollie and his sister built an igloo in the garden. When does this story happen? (on a snowy morning / on a hot night / in summer / on a rainy afternoon) → on a snowy morningPrompt: What does the character say and do?
  2. Under the sea, a little fish named Flo swam past the coral. Where does this story take place? (under the sea / in a forest / on a farm / in a city) → under the seaPrompt: What does the character say and do?
  3. Bear yawned and stretched. "Time to sleep until spring," he said, and curled up in his cave. Who is the main character? (a bird / Spring / the cave / Bear) → BearPrompt: What does the character say and do?

Hook · 3 min

  • Read the first lines of a short text aloud and ask what students predict will happen and why.
  • Share the objective: Predicting and simple inference. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: The ice cream dripped down Lucy's arm. The sun beat down on the beach. What will probably happen to the ice cream?
  • Step 1: An inference combines clues in the text with what you know.
  • Step 2: So the answer is: It will melt.
  • Answer: It will melt.
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Ben left his sandwich on the picnic blanket. A seagull circled overhead. What will probably happen next? (The sandwich will fly away by itself. / The seagull will grab the sandwich. / It will start to snow. / Ben will plant a tree.) → The seagull will grab the sandwich.Prompt: The answer is not written word for word. Look for clues.
  2. Theo yawned and rubbed his eyes. His book slipped onto the floor. What is probably happening? (Theo is very excited. / Theo is falling asleep. / Theo is running a race. / Theo is hungry.) → Theo is falling asleep.Prompt: The answer is not written word for word. Look for clues.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Ben left his sandwich on the picnic blanket. A seagull circled overhead. What will probably happen next? (The seagull will grab the sandwich. / The sandwich will fly away by itself. / Ben will plant a tree. / It will start to snow.) → The seagull will grab the sandwich.Prompt: The answer is not written word for word. Look for clues.

Watch out for

  • Answering from memory or opinion instead of evidence in the text.
  • Copying a long quote without explaining what it shows.

Support and stretch

Support

  • Review first: Characters and setting.
  • Use concrete materials: a short text or extract (one copy each).
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Making inferences.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-2.

Free lesson plan from eurekami.com/lesson-plan-builder

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Predicting and simple inference

Name

Date

Score/ 6

Our Class Garden

Our class has a garden. It is next to the playground. In spring, we dig the soil. We plant beans, peas and sunflowers. Mr Okafor shows us how deep to make the holes. Every day, two children water the plants. Today it was my turn with Ben. We filled the watering can to the top. The sunflowers grow very fast. Now they are taller than Mr Okafor! The bees like them too. We see lots of bees on the big yellow flowers. In the summer, we will pick the beans and peas. The cook at school will make them into soup, and we will eat it for lunch. I can't wait!

  1. Question 1

    Read "Our Class Garden". Why does the text say the sunflowers are taller than Mr Okafor?

    • A. to show the sunflowers are sick
    • B. to show Mr Okafor is small
    • C. to show how much they have grown
    • D. to show it is winter

The Lost Mitten

It was a cold day. Rosa went out to play in the snow. She had a red hat and two red mittens. Rosa made a big snowman. She gave him a carrot nose. Then she looked at her hands. One mitten was gone! Rosa looked by the tree. She looked by the gate. No mitten. Then her dog, Pip, ran up to her. He had something red in his mouth. It was the mitten! "Good dog, Pip!" said Rosa. She gave him a big hug. Then Rosa and Pip went inside. Mom made hot cocoa. Rosa put her wet mittens by the fire to dry. Pip lay down next to them. He did not want to lose them again!

  1. Question 2

    Read "The Lost Mitten". How did Rosa feel at the end?

    • A. sad
    • B. angry
    • C. happy
    • D. scared

The New Girl

On Monday, a new girl joined our class. Her name was Yuki. She had just moved from Japan and did not speak much English yet. At break time, Yuki stood by the wall on her own. She looked at the ground. I wanted to say hello, but I did not know any Japanese. Then I had an idea. I took my skipping rope over and held out one end. Yuki looked up. She smiled and took it. We skipped together until the bell rang, and we both laughed when the rope got tangled. Now Yuki is teaching me to count in Japanese, and I am helping her with English words. Ichi, ni, san – one, two, three!

  1. Question 3

    Read "The New Girl". How did Yuki probably feel at the start of break time?

    • A. angry
    • B. lonely
    • C. silly
    • D. excited

  1. Question 4

    Theo yawned and rubbed his eyes. His book slipped onto the floor. What is probably happening?

    • A. Theo is falling asleep.
    • B. Theo is hungry.
    • C. Theo is running a race.
    • D. Theo is very excited.

Shelly and the Big Race

Every summer, the garden animals held a race from the old watering can to the strawberry patch. Shelly the snail always came last. "Why do you even try?" laughed Grasshopper. "You are the slowest animal in the whole garden." Shelly did not answer. This year, she had a plan. While the others slept late, she set off at sunrise. She did not stop to nibble leaves. She did not stop to chat. She just kept sliding, one little bit at a time. When the race began, Grasshopper bounced off in giant leaps. But it was a hot day. Soon he was thirsty, so he stopped for a long drink and then a nap in the shade. When Grasshopper woke up, he hurried to the strawberry patch. There was Shelly, already resting on the biggest strawberry. "How did you get here first?" he asked. Shelly smiled. "Slow and steady," she said, "and I started early."

  1. Question 5

    Read "Shelly and the Big Race". Why did Grasshopper lose?

    • A. Shelly tricked him.
    • B. He stopped for a drink and a nap.
    • C. He hurt his leg.
    • D. He went the wrong way.

How Bees Make Honey

Honey bees are busy insects. They live together in a home called a hive. One hive can hold thousands of bees. Worker bees fly from flower to flower. They suck up a sweet juice called nectar with their long tongues. They carry the nectar back to the hive in a special part of their body called a honey stomach. Back at the hive, the bees pass the nectar to other bees. These bees put it into tiny six-sided rooms made of wax. The nectar is still runny, so the bees fan it with their wings. This dries it out and turns it thick and sticky. Now it is honey! Last, the bees cover each room with a wax lid. The honey is saved for the winter, when there are no flowers.

  1. Question 6

    Read "How Bees Make Honey". Why do bees save honey for the winter?

    • A. There are no flowers to get nectar from.
    • B. The hive gets too full.
    • C. Bees sleep all winter.
    • D. Honey melts in summer.

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Answer key: Predicting and simple inference

  1. 1. C. to show how much they have grown

  2. 2. C. happy

  3. 3. B. lonely

  4. 4. A. Theo is falling asleep.

  5. 5. B. He stopped for a drink and a nap.

  6. 6. A. There are no flowers to get nectar from.