Predicting Our Tower

Overview

This 40-minute reading lesson focuses on developing Year 2 pupils’ prediction skills through the picture book Our Tower by Joseph Coelho and Richard Johnson. Aligned to the National Curriculum for England’s English Programme of Study (Reading), this lesson encourages children to use front cover clues, illustrations, and initial pages to make predictions, fostering engagement and critical thinking.

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National Curriculum Links

• Reading: Word Reading and Comprehension

  • Year 2 – Pupils should be able to predict what might happen on the basis of what has been read so far (NC English, Reading - Comprehension).
  • Develop pleasure in reading, motivation to read, vocabulary and understanding by listening to and discussing a wide range of poems, stories and non-fiction (NC English, Reading - Word Reading).

• Spoken Language

  • Participate in discussions, presentations, performances, role-play, improvisations and debates (NC Year 2 Spoken Language).
  • Articulate and justify answers, arguments, and opinions (NC Spoken Language).

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Learning Objectives (WALT)

• WALT use clues from the text and illustrations to make predictions about the story.
• WALT discuss our predictions with confidence, using evidence from the book.

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Success Criteria

• I can look at the book’s front cover and title to say what I think the story might be about.
• I can use pictures and words on the first pages to make a prediction.
• I can explain my prediction to my partner or group clearly.
• I can listen respectfully and respond to other children’s ideas.

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Resources

• Our Tower by Joseph Coelho and Richard Johnson - copies or projected images of front cover and first 2-3 pages.
• Reading PowerPoint slides with dyslexia-friendly fonts (e.g. OpenDyslexic) and high-contrast colours.
• Visual prediction prompt cards with question stems (See/Deduce/Infer).
• Whiteboards and markers or paper for pupils to jot down ideas.
• Story vocabulary list pre-taught or displayed with simple definitions and images.

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Lesson Structure

1. Introduction (5 minutes)

• Share WALT and Success Criteria with the class using child-friendly language.
• Briefly explain what 'prediction' means with examples from everyday life (e.g., “What do you think will happen if...?”).
• Show the front cover of Our Tower and ask chn to quietly think what the story might be about.

2. Guided Prediction (10 minutes)

• Read the title aloud and show the front cover projection.
• Ask targeted questions:
  • What do you see on the cover?
  • What might 'Our Tower' refer to?
  • Who might live in this tower?
• Model thinking aloud to verbalise prediction process: “I see a tall tower and a little person. I think the story might be about someone building or exploring a tower.”
• Children share predictions in pairs or small groups using visual prompt cards with sentence starters: “I think... because...”

3. Reading & Exploring the First Pages (10 minutes)

• Read aloud first 2-3 pages with pages displayed on PowerPoint (dyslexia-friendly text and visuals to support all learners).
• Pause after reading to ask:
  • What could happen next?
  • What clues did you find in the pictures or text?
• Children jot or draw their predictions in their books or on whiteboards.
• Encourage children with SEND/dyslexia to use symbols, pictures, or simple sentences; provide one-to-one or small group support with adult aide if possible.

4. Sharing & Discussing Predictions (10 minutes)

• Invite volunteers to share their predictions with the class, encouraging clear explanations using evidence from the text or images.
• Use a ‘prediction wall’ chart to categorise ideas e.g. “It will be about…” / “It might include…”
• Model respectful listening and questioning: “I wonder why you think that?” / “Can you find a picture that shows that?”

5. Plenary & Reflection (5 minutes)

• Recap WALT and ask children to self-assess against success criteria using thumbs up/thumbs down or simple traffic light cards.
• Extend learning by inviting children to keep their predictions in mind for the next lesson and update them as the story unfolds.

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Differentiation

• For diverse learners/SEND:
  • Provide dyslexic-friendly text (OpenDyslexic font, extra spacing, colour overlays).
  • Use visuals and symbols to support understanding.
  • Allow oral responses rather than written for those with writing difficulties.
  • One-to-one support to scaffold language and ideas during prediction activities.
• For EAL pupils:
  • Pre-teach key vocabulary with images.
  • Visual sentence starters for making predictions.
• For advanced learners:
  • Challenge to predict events beyond the immediate text (what might happen in the whole story).
  • Encourage explanation of different prediction possibilities and justify with detailed evidence.
  • Extension task: write a short ‘next page’ paragraph imagining what could happen next using creative language.

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Assessment Opportunities

• Formative assessment through listening to pupil discussions and partner talks.
• Collect written/drawn predictions to gauge understanding of inference using text and picture clues.
• Observe use of subject-specific vocabulary and sentence structures during sharing.
• Use self-assessment at plenary for child reflection on confidence and understanding.

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Notes for Teachers / Wow Ideas

• Consider embedding soundscapes or short clips related to towers (e.g., bells chiming, wind sounds) to stimulate imagination and prediction.
• Use dramatic storytelling tone and props (e.g., a model tower) to engage visual and kinaesthetic learners.
• Integrate a simple role-play of ‘build a tower’ before reading to activate background knowledge and curiosity.
• Set up a class ‘prediction pot’ – pupils drop their predictions written/drawn on slips in a box to be revisited after reading more of the book.

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This lesson plan not only aligns precisely with the Year 2 National Curriculum for England but also embraces inclusive and creative teaching strategies to ensure all pupils thrive while developing their prediction skills using Our Tower.