Story Detective Predictions

Overview

In this fourth lesson of Matariki Reading and Writing, ākonga use the cover, illustrations and words from the opening of The Little Kiwi’s Matariki to make sensible predictions and retell events. They build on earlier reading by noticing characters, setting and important events, then organising those events in order through talk and hands-on sequencing.

Learning intentions

• WALT use illustrations and words to make predictions.
• WALT identify a character and setting.
• WALT retell events in the correct order.
• WALT share ideas clearly with a partner.

Success criteria

• I can predict what may happen and explain what helped me think that.
• I can name a character and describe where the story happens.
• I can retell the important events in order.
• I can use story words and pictures to help me speak clearly.

Curriculum links

• English — Comprehension: reading and comprehending simple sentences, and extended simple and compound sentences.
• English — Writing to inform: introducing a topic and grouping information using simple paragraphs.
• English — Writing to inform: including topic-related vocabulary and linking words such as “also” and “another”.
• Key competencies: Thinking; using language, symbols and texts.

Lesson structure (60 minutes)

1. 0–10 min · Picture walk and predictions. Open with the hook and picture-walk slides and display the cover and selected illustrations from The Little Kiwi’s Matariki. Invite students to look carefully without reading the whole text, then ask: “What do you notice?”, “Who might this story be about?”, “Where could it happen?”, and “What might happen first?” Students turn and talk, then share predictions using the frame, “I predict ___ because I can see/read ___.” Record several ideas, valuing different possibilities when they are supported by picture or word clues.

2. 10–30 min · Shared reading. Read the opening of The Little Kiwi’s Matariki aloud, tracking the words and pausing at planned points. Use the shared-reading prompt slides to revisit predictions and ask students to confirm, revise or reject them. Model thinking aloud: “I predicted the kiwi would be in the forest because of the trees. The words tell me it is night, so I will change my prediction.” Students join in with repeated phrases where appropriate, identify the main character and setting, and listen for the first important events.

3. 30–35 min · Model sequencing. Show three event pictures from the opening and think aloud about how to place them. Use the language “first”, “next” and “finally”, explaining that a retell includes the important events rather than every small detail. Students help justify the order by referring to what they saw or heard in the story.

4. 35–50 min · Sequence-card activity. Give pairs a set of event cards and the story detective retell sheet. Students work together to place the cards in chronological order, checking the book or illustrations when unsure. They draw or copy a key word for each event on the sheet and rehearse a retell using “First… Next… Then… Finally…”. Move between pairs, asking, “What happened before this?”, “How do you know?”, and “Which picture or word is your clue?”

5. 50–55 min · Partner retell. Partner A retells the opening while Partner B listens and points to the ordered cards; then students swap roles. Use the partner-retell and success-criteria slides to remind students to name the character and setting and tell events in order. Listeners give one warm comment, such as “You told the events in order,” and one helpful prompt, such as “Tell me what happened next.”

6. 55–60 min · Reflection and assessment. Display the reflection slides and ask students to complete the oral stem, “My prediction was ___; now I think ___ because ___.” Invite two or three students to share. Students show thumbs up, sideways or down for each success criterion, while the teacher notes who can make evidence-based predictions and who can give a chronological retell.

Resources

• The Little Kiwi’s Matariki and selected illustrations
• Story detective teaching deck
• Story detective retell sheet
• Teacher-prepared sequence cards showing events from the opening
• Whiteboard or chart paper and marker
• Pencils, crayons and flat working space for pairs

Assessment

• During the picture walk, listen for predictions linked to visible details, illustrations or words rather than guesses without evidence.
• During sequencing and partner retells, record whether each student identifies a character and setting and uses a clear chronological structure.
• Use the final oral reflection and self-assessment to identify students needing further modelling of prediction, vocabulary or event order.

Differentiation

• Support developing readers with a reduced three-picture sequence, oral rehearsal before recording, repeated reading, gesture and sentence frames: “The character is ___,” “The setting is ___,” and “First ___, next ___.”
• Pair students strategically and allow students to point, draw or retell orally before attempting labels or captions. Revisit topic vocabulary from the story, including kiwi, night, stars and Matariki, with picture support.
• For EAL learners and students needing additional language support, accept home-language discussion where possible, model pronunciation and provide visual choices for character, setting and event.
• Challenge confident readers with “why” questions: “Why might the character do that?”, “What clues helped you predict?”, and “How would the story change if this event happened first?”

Extension

• Add a fourth event to the sequence, drawing on the next part of the story or a reasonable prediction.
• Write a simple caption for one event using a capital letter, spaces and a full stop, then include a linking word such as “also” or “then”.