Make Predictions About Stories: SAT Reading Foundation Guide
Last Updated: 26 December 2025
Making predictions about what will happen next in a story is a fundamental reading comprehension skill tested on the SAT. At the foundation level (score band below 370), mastering prediction means learning to use evidence from the passage—not guessing or imagining random possibilities. Good predictions follow logically from the story's current situation, character goals, established tone, and the clues the author provides.
This skill tests your ability to understand cause-and-effect relationships, recognize character motivations, and follow the natural progression of events. When you can accurately predict what comes next, you're demonstrating deep comprehension of how stories work and how authors guide readers through narratives.
What Does It Mean to Make a Prediction?
Making a prediction in reading means using clues from the text to determine what will most likely happen next. It's not guessing randomly or choosing the most interesting possibility—it's following the evidence the author has given you to identify the natural next step in the story.
Prediction Is Evidence-Based, Not Creative
Many students think prediction means "use your imagination," but on the SAT, predictions must be grounded in textual evidence. You're not writing the story—you're following the author's carefully planted clues to see where the story is heading.
Setting Clues: The time, place, and atmosphere provide context for what's possible. If a story is set in a realistic modern-day school, don't predict magical events. If storm clouds are gathering, rain is likely coming. Setting establishes boundaries for logical predictions.
Conflict Clues: The problem or challenge facing the character drives the story forward. If a character faces a deadline, they'll likely take action to meet it. If they face an obstacle, they'll attempt to overcome it. Conflict creates momentum that predictions should follow.
Character Goal Clues: What does the character want or need? Characters usually pursue their established goals unless something stops them. If someone is saving money to buy something specific, they'll likely buy it when they have enough. Goals predict actions.
Tone Clues: The overall mood and style of the story. Serious, realistic stories require serious, realistic predictions. Light-hearted stories maintain that tone. Don't predict tragedy in a comedy or comedy in a tragedy. Match your prediction to the established tone.
Foreshadowing Clues: Authors often hint at what's coming through details, descriptions, or character thoughts. A character noticing dark clouds foreshadows rain. A character preparing tools foreshadows using them. Pay attention to preparations, warnings, and ominous details.
The Five-Step Prediction Method
Step 1: STOP at the Right Moment
Read the passage completely until you reach the point where it stops or where the question asks you to predict. Don't rush—you need all available information to make an accurate prediction.
Step 2: RESTATE What's Happening
In your own words, summarize the current situation: Where is the character? What are they doing right now? What problem or goal do they have? This ensures you understand the foundation for your prediction.
Step 3: IDENTIFY the Goal or Problem
What does the character want to accomplish or solve? What need, desire, or challenge is driving their actions? The goal or problem points toward the likely next event. Characters act to achieve goals or solve problems.
Step 4: USE the Clues
Look at the evidence: What is the character preparing to do? What objects have they picked up? Where are they moving? What's the last action described? These concrete details show what's about to happen. Pay special attention to the final sentence—it often shows a character in motion toward their next action.
• Character is "heading toward," "walking to," "approaching" → they'll arrive there
• Character "picked up," "grabbed," "reached for" → they'll use that object
• Character feels "determined," "nervous," "ready" → emotion drives next action
• Situation shows urgency (deadline, emergency, alarm) → immediate response needed
• Preparation described (gathering tools, making plans) → action will follow
Step 5: CHOOSE the Most Likely Next Event
Select the prediction that most directly continues the current action, aligns with character goals, matches the story's tone, and is supported by specific evidence. Avoid extreme predictions, random events, or choices that contradict what's been established. The simplest, most logical continuation is usually correct.
For additional practice with this method, try the Story Prediction Quiz or review the Story Prediction Flashcards.
Worked Example 1
Passage:
The rain had been falling steadily all morning, and puddles covered the playground. When the lunch bell rang, Ms. Johnson's first-grade class lined up at the door, eager to go outside. But Ms. Johnson looked out the window at the wet equipment and soaked grass. She turned to her students and said, "I have a different plan for today." She walked over to the supply closet and pulled out a large box.
Question: What will Ms. Johnson most likely do next?
A) Take the students outside to play in the rain.
B) Announce an indoor activity using items from the box.
C) Send the students back to their desks to do more schoolwork.
D) Cancel the rest of the school day and send everyone home.
Step-by-Step Solution:
Step 1: Stop at the right moment. The passage ends with Ms. Johnson pulling out a box from the supply closet after saying she has "a different plan."
Step 2: Restate what's happening. It's raining, so students can't go outside for recess. Ms. Johnson has decided on an alternative plan and is getting something from a supply closet box.
Step 3: Identify the goal or problem. Problem: Students need recess activity but can't go outside due to rain. Goal: Provide an indoor alternative activity for the students.
Step 4: Use the clues.
• "I have a different plan" = she's planned an alternative activity
• She went to supply closet and got a box = box contains activity materials
• Students are waiting, expecting something = they're about to receive instructions
• Tone is practical, caring (teacher solving a problem) = reasonable solution coming
Step 5: Choose the most likely next event. Ms. Johnson will use the box contents for an indoor activity. She's already holding it and said she has a "different plan." The logical next step is announcing what indoor activity they'll do.
Eliminate wrong answers:
• Choice A: Contradicts the rain problem and her statement about a "different plan"
• Choice B: Matches all evidence—she has a plan, got materials, needs to announce the activity
• Choice C: Students just came from class; recess isn't more schoolwork. Doesn't match caring tone.
• Choice D: Too extreme; rain doesn't cause school cancellation. Contradicts realistic tone.
Answer: B — Ms. Johnson will announce an indoor activity. The box from the supply closet contains materials for the alternative plan she mentioned. This prediction follows logically from her goal (provide recess alternative), her actions (getting supplies), and the story's practical, problem-solving tone.
Worked Example 2
Passage:
Marcus had been training for the community 5K race for two months. Every evening, he ran farther and timed himself, watching his speed improve week by week. The night before the race, he laid out his running clothes and shoes by his bed and set three alarms on his phone. Race morning arrived. Marcus woke to the sound of his first alarm, feeling both nervous and excited. He swung his legs out of bed and stood up.
Question: What will Marcus most likely do next?
A) Go back to sleep because he's too nervous.
B) Get dressed in his running clothes and prepare for the race.
C) Decide not to run the race and go to a movie instead.
D) Call the race organizers to cancel his registration.
Step-by-Step Solution:
Step 1: Stop at the right moment. Marcus has just woken up on race day and stood out of bed.
Step 2: Restate what's happening. Marcus trained for two months for this race. He prepared carefully the night before (clothes ready, multiple alarms). He woke up and got out of bed, feeling nervous but also excited.
Step 3: Identify the goal or problem. Goal: Run in the 5K race he's been training for. He's dedicated months to this and has prepared thoroughly. This morning is the culmination of his training.
Step 4: Use the clues.
• Two months of consistent training = strong commitment
• Laid out clothes and set three alarms = careful preparation shows he intends to follow through
• "Nervous AND excited" = both emotions present, but he got out of bed (action shows intent)
• Running clothes are already by his bed = next logical step is putting them on
• He's standing up (not lying back down) = forward motion toward his goal
Step 5: Choose the most likely next event. Marcus will get dressed and prepare for the race. He's already out of bed, his clothes are ready, and despite nerves, his preparation and commitment signal he'll proceed. The nervousness is normal pre-race feeling, not a reason to quit.
Eliminate wrong answers:
• Choice A: He's already out of bed; nervousness doesn't outweigh two months of training and excitement
• Choice B: Matches evidence—prepared, committed, out of bed, clothes ready, goal-driven
• Choice C: Nothing suggests abandoning his goal; two months of training indicate determination
• Choice D: Too extreme; no evidence he wants to quit. This contradicts all his preparation.
Answer: B — Marcus will get dressed in his running clothes and prepare for the race. All evidence points to follow-through: extensive training, careful preparation, multiple alarms, clothes laid out, and getting out of bed despite nerves. His actions demonstrate commitment to his goal, making race preparation the natural next step.
Guided Practice
Try these three questions with hints to build your skills. Use the hint if needed, then check your answer.
Passage:
The smoke detector in the kitchen suddenly began beeping loudly. Dad was in the living room reading the newspaper when he heard it. He jumped up from his chair and quickly walked toward the kitchen, where Mom had been cooking dinner. A slight burning smell filled the air.
Question 1: What will Dad most likely do next?
A) Sit back down and continue reading his newspaper.
B) Check the kitchen to see if there's a fire or burning food.
C) Turn on the television to watch the news.
D) Go outside to mow the lawn.
Answer: B — Dad will check the kitchen for fire or burning food. The smoke detector (alarm) and burning smell indicate a potential problem requiring immediate attention. His quick movement toward the kitchen shows he's responding to the emergency. Problems demand responses.
Passage:
Lily had been saving her allowance for three months to buy a new bicycle. She kept the money in a jar on her dresser and counted it every week, watching it grow. Finally, she had exactly $120—the price of the bike she wanted. On Saturday morning, she poured the money from the jar, put it in her backpack, and called to her mom, "I'm ready to go!"
Question 2: What will Lily and her mom most likely do next?
A) Put all the money back in the jar and wait another three months.
B) Go to the store to buy the bicycle.
C) Use the money to buy groceries instead.
D) Give the money to Lily's younger brother.
Answer: B — Lily and her mom will go to the store to buy the bicycle. Lily saved for this specific purpose, has the exact amount, put money in backpack, and called that she's ready. All preparation points to completing her goal: buying the bike.
Passage:
The soccer team had lost their last five games in a row, and morale was low. At practice, Coach Williams gathered everyone in a circle. "I know these weeks have been tough," she said, "but I've seen you all improving. Tomorrow's game is a chance to show what you've learned." She held up a clipboard with a new strategy diagram. "Let's go over this play together."
Question 3: What will the team most likely do next?
A) Refuse to look at the new strategy and quit the team.
B) Listen as the coach explains the new play and practice it.
C) Celebrate as if they'd already won tomorrow's game.
D) Complain about losing and refuse to practice.
Answer: B — The team will listen to the coach's explanation and practice the new play. She's holding up the strategy diagram and said "Let's go over this play together." This is a practice session, and despite losses, they're gathered and the coach is teaching. The logical next step is instruction and practice.
Independent Practice
Test your mastery with these five questions. Try to answer them without hints, then check your answers below.
Passage for Questions 4-5:
Emma's little sister Mia had been playing with Emma's art supplies without permission and had broken several expensive colored pencils. Emma was angry when she discovered the mess. She wanted to yell at Mia, but she took a deep breath and remembered what her parents had taught her about handling conflicts. Emma found Mia in the living room and sat down next to her. "Mia, we need to talk," Emma said calmly.
Question 4: What will Emma most likely do next?
A) Start yelling at Mia about the broken pencils.
B) Calmly explain to Mia why using things without permission is wrong.
C) Walk away without saying anything else.
D) Break Mia's toys to get revenge.
Question 5: Based on Emma's actions, what can you predict about how this situation will end?
A) Emma and Mia will have a violent argument.
B) Emma will likely handle the situation maturely and teach Mia a lesson.
C) Emma will tell Mia never to speak to her again.
D) Mia will run away from home.
Passage for Questions 6-7:
The school play auditions were this afternoon, and Jamal had practiced his monologue for two weeks. He knew every word by heart. As he walked to the auditorium, he felt butterflies in his stomach, but he kept repeating his opening lines to himself. He entered the auditorium, where several other students were waiting. The drama teacher, Mrs. Lee, smiled and said, "Jamal, you're next. Come on up to the stage whenever you're ready."
Question 6: What will Jamal most likely do next?
A) Run out of the auditorium and go home.
B) Walk up to the stage and perform his monologue.
C) Tell Mrs. Lee he didn't prepare anything.
D) Ask to reschedule his audition for next month.
Question 7: The detail that Jamal "felt butterflies in his stomach" suggests what?
A) Jamal is too sick to perform and should go to the nurse.
B) Jamal is nervous but still intends to audition.
C) Jamal has completely forgotten his lines.
D) Jamal wants to quit theater forever.
Passage for Question 8:
The weather forecast had predicted a major snowstorm overnight. In the morning, Alex looked out the window and saw that more than a foot of snow had fallen. The streets were covered, and snow was still coming down steadily. Alex's phone buzzed with a text message from the school district.
Question 8: What will the text message most likely say?
A) School is open and all students must attend.
B) School is cancelled or delayed due to the snowstorm.
C) There will be an outdoor field trip today.
D) Students should bring swimsuits for a pool party.
Answer Key: Independent Practice
Question 4: B — Emma will calmly explain the problem to Mia. Despite being angry, Emma took a deep breath, remembered her conflict resolution training, sat down calmly, and said "we need to talk." All these actions show she'll handle this maturely, not impulsively.
Question 5: B — The situation will likely be handled maturely with Emma teaching Mia a lesson. Emma's self-control, calm approach, and remembered training all point to a constructive resolution. She's following good conflict resolution steps.
Question 6: B — Jamal will walk up to the stage and perform his monologue. He practiced for two weeks, knows his lines by heart, and came to the audition. Nervousness ("butterflies") is normal before performing. Mrs. Lee invited him on stage, and he's prepared, so he'll proceed.
Question 7: B — "Butterflies in his stomach" means nervous but still proceeding. He kept walking to the auditorium and repeating his lines despite the nerves. This is pre-performance anxiety, not illness or quitting. His actions show he's moving forward.
Question 8: B — The message will likely announce school closure or delay. A major snowstorm with a foot of snow and streets covered makes travel dangerous. School districts send closure/delay notifications in such conditions. This is the logical administrative response to severe weather.
Common Traps to Avoid
Trap 1: Making a "Wild Guess"
Don't choose an answer just because it seems interesting or unexpected. Predictions must be based on evidence from the passage. If you can't point to specific clues that support your prediction, you're guessing, not predicting. Always ask: "What evidence makes this likely?"
Trap 2: Choosing "Too Dramatic" Predictions
Foundation-level passages usually feature everyday situations with proportional responses. If a character is mildly concerned, don't predict panic. If they face a small obstacle, don't predict catastrophe. Match the intensity of your prediction to the intensity in the passage. Dramatic escalations need dramatic setup.
Trap 3: Predictions That "Contradict the Tone"
Every story has an established tone—realistic, lighthearted, serious, suspenseful. Your prediction must match it. Don't predict magical or absurd events in realistic stories. Don't predict tragedy in optimistic, hopeful narratives. The tone sets boundaries for what's possible in that story world.
Trap 4: Using "Outside Knowledge" Instead of Text
Don't predict based on what usually happens in real life or what you think should happen. Base predictions only on what the passage tells you. If a character has a specific goal stated in the text, predict they'll pursue that goal—not what you would do in their situation.
Trap 5: Ignoring Character Preparation
When characters prepare for something (gathering tools, getting dressed for an event, heading toward a location), they usually complete that prepared action. Don't predict they'll suddenly abandon their goal without a reason provided in the text. Preparation strongly forecasts follow-through.
Trap 6: Predicting Characters Ignore Urgent Problems
When a passage presents an emergency, alarm, deadline, or urgent need, predict an immediate response. Characters don't ignore smoke detectors, crying babies, approaching deadlines, or visible emergencies. Urgency demands action—predict the logical response to the problem.
Performance Calculator
Track your practice performance and receive personalized recommendations for improving your story prediction skills.
SAT Reading Practice Session Calculator
Your Results:
Why You Can Trust This Lesson
This lesson is developed specifically for NUM8ERS tutoring students in Dubai and across the UAE, aligned with official College Board SAT specifications for the Information and Ideas testing domain. Content is based on the official SAT Reading and Writing section guidelines and follows the same structure and difficulty level as foundation-level questions on the digital SAT. All practice passages and questions are original and designed to match the cognitive demand, format, and prediction types tested on the actual exam. The five-step method has been refined through classroom use with hundreds of foundation-level students learning to make evidence-based predictions. This resource is regularly updated to reflect current SAT format and best practices for narrative comprehension.
Frequently Asked Questions
What's the difference between predicting and guessing?
Predicting uses evidence from the passage—character goals, preparations, story tone, and clues—to determine the most likely next event. Guessing ignores evidence and chooses randomly or based on what seems interesting. If you can point to specific textual support for your answer, you're predicting. If you can't, you're guessing.
Why can't I choose surprising or creative predictions?
The SAT tests comprehension, not creativity. Foundation-level questions ask for the most logical next event based on story evidence, not the most interesting possibility. Realistic stories require realistic predictions that follow naturally from what's been established. Save creativity for writing your own stories.
How do I know if my prediction matches the story tone?
Ask: "Is this story serious or lighthearted? Realistic or fantastical? Optimistic or dark?" Then make sure your prediction fits. Don't predict tragedy in an upbeat story about everyday school life. Don't predict magic in a realistic story about homework. The tone establishes boundaries for what can happen.
What if a character is nervous—will they give up?
Nervousness doesn't equal quitting. Look at the character's actions, not just emotions. If they're nervous but still moving forward, getting ready, or at the location, predict they'll proceed. Characters who've prepared extensively usually follow through despite nerves. Actions speak louder than feelings when predicting.
Why is the last sentence so important?
The final sentence often shows a character in motion or about to act: reaching for something, walking somewhere, picking something up, or positioned to do something. This sets up the immediate next action. Authors deliberately end passages at moments that make the next event clear if you pay attention to the setup.
Can characters change their minds randomly?
Not without a reason stated in the text. If a character has a clear goal and is working toward it, don't predict sudden abandonment unless the passage provides a specific obstacle, new information, or reason to change course. Established goals create momentum. Respect that momentum in predictions.
What should I do if two predictions seem equally likely?
Choose the prediction most directly supported by the final action or sentence. If a character is at a door with their hand on the handle, "opening the door" is more direct than "walking away" or "thinking about the door." The most immediate, natural continuation of the current action is usually correct.
How long should I spend on prediction questions?
Aim for 60-75 seconds per question at foundation level. This gives you time to read the passage, identify character goals, check the final action, and evaluate answer choices. As you internalize the five-step method, you'll naturally speed up while maintaining accuracy.
For additional SAT Reading practice and official test preparation resources, visit the College Board Digital SAT Practice and Preparation page.
NUM8ERS.COM Looking for tutoring classes | best tutoring club in UAE | Online & In-Person Classes | Top 1% tutors in DUBAI |
204, API Business Suites, Al Barsha 1, Dubai.
+971-52-790-6688 (Call)
+971-04-399-1044
[email protected]
12:00 PM - 09:00 PM