APictureisWorthAThousandWords

Author:JenniferDoering
Datecreated:11/09/20165:52PMESTDatemodified:11/17/20161:29AMEST

VITALINFORMATION
TotalNumberofStudents

24.13female,11male.

Area(s)StudentsLiveIn

Novato,CA.Suburbs.

Free/ReducedLunch

30%ofschool.

EthnicityofStudents

13Hispanic/Latino,7White,2Asian,2AfricanAmerican

EnglishLanguageLearners

7studentsareELLs.5areattheExpandingstage,2areattheDevelopingstage.

StudentswithSpecialNeeds

5studentsareatriskoffailing,2areadvancedlearners.

Subject(s)

Art,LanguageArts(English),Reading

TopicorUnitofStudy

ReadingPictures

Grade/Level

Grade1

Comments

KEYCONCEPTS&STANDARDS
BigIdea&Essential
Questions

Thislessonfitsintoaunitonreadingpictures.Itisaweeklongunitthathasstudentsobservingthepicturesinmany
differentpicturebooks,noticingwhatinformationisaddedbythepictures,howthestoryismoreinterestingornotwith
theadditionofpictures,howpicturescanhelpthereaderunderstandthestory,andeventhatpicturescantellastory
allontheirown.Thisgivesstudentsagreaterappreciationforillustratedbooksandaresourceforwhentheyareunable
toreadthewordsofabook.

LearningOutcome(s)

1.Studentsidentifyinformationgivenbythepicturesinatext.
2.Studentsproduceasentenceandadddetailbydrawingapicture.

Summary

Standards

Wewillstartthedaybymeetingonthecarpettointroducethesightwordoftheday(little)andsingasongaboutit.
Studentswillmoveintocentertimeanddotwo15minutecenterstobuildreadingfluencyandphonemicawareness.
Thenwewillgatheratthecarpetagaintoreadastory,LittleHumans.Wewillhaveadiscussionaboutthebookandits
pictures.Thenstudentswillwriteasentenceanddrawapicturetoadddetailstotheirsentence.Finally,
severalstudentswillsharetheirworkwiththeclass.

CACaliforniaCommonCoreStateStandards(2012)
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
Grade:Grade1students:
ContentArea:LiteratureK5
Strand:Reading
Domain:IntegrationofKnowledgeandIdeas
Standard:
7.Useillustrationsanddetailsinastorytodescribeitscharacters,setting,orevents.
ContentArea:FoundationalSkills(K5)
Strand:Reading
Domain:PhonologicalAwareness
Standard:
2.Demonstrateunderstandingofspokenwords,syllables,andsounds(phonemes).
Domain:PhonicsandWordRecognition
Indicator:
a.Knowthespellingsoundcorrespondencesforcommonconsonantdigraphs.
Strand:SpeakingandListening
Domain:
ComprehensionandCollaboration
Standard:
1.Participateincollaborativeconversationswithdiversepartnersaboutgrade1topicsandtextswithpeersand
adultsinsmallandlargergroups.
a.Followagreeduponrulesfordiscussions(e.g.,listeningtootherswithcare,speakingoneatatimeaboutthe
topicsandtextsunderdiscussion).
b.Buildonotherstalkinconversationsbyrespondingtothecommentsofothersthroughmultipleexchanges.

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c.Askquestionstoclearupanyconfusionaboutthetopicsandtextsunderdiscussionher.

Domain:
PresentationofKnowledgeandIdeas
Standard:
5.Adddrawingsorothervisualdisplaystodescriptionswhenappropriatetoclarifyideas,thoughts,andfeelings.
Strand:Language
Domain:
ConventionsofStandardEnglish
Standard:
2.DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhen
writing.

Comments

ASSESSMENTS
Assessment/Rubrics

TheseareFormativeAssessments:
1.Iwilllistentostudentresponsesduringclassdiscussions,listeningforunderstandingthatpicturesgivemore
informationandexcitementtoastory.
2.Iwilllookatstudentworkforapicturethataddsdetailtoasentence.

Comments

MATERIALSANDRESOURCES
InstructionalMaterials
(Handouts,etc.)

LittleHumans,byBrandonStantonISBN:9780618756612
Cardswithpicturesofobjectswithlongandshortvowelssounds
Cardswithpicturesofobjectswithcvcorothersimplespellingwords
iPads(6)
RollaDigraphgameboards
dice
paper
pencils
markers/coloredpencils/crayons

Comments

IMPLEMENTATION
SequenceofActivities

SightWordSong
1.Wewillgatheratthecarpettolearnoursightwordoftheday(little)andsingoursong.Iwillintroducethewordto
students,spellitwiththem,andthenwewillsingthesongtwice.
LiteracyCenters
1.IwilltellstudentswhateachgroupwillstartwithandthenswitchtoanddirecttheirattentiontotheDaily5boardon
thewalliftheyforget.Then,Iwilldismissstudentstotheirliteracycentersofthedaybysayingthesignalwordofthe
day,"Little."
2.Center1:Group1willstartwithReadingwithTechnologyandwillgetiPadsandheadphonesfromthetechnologybox
intheroom,gettheircardwiththeirLexialoginfromme,andgototheirdeskstoworkindependently.Group2willstart
withReadtoSelfandwillgettheirbookboxeswith"justright"booksfromtheclasslibraryandfindaquietplacetosit
andreadindependently.Group3willstartwithPartnerReadingandwillformpartnersortriads,gettheirAZbookbags
fromtheirbookboxes,andfindaplacetositandreadtogether.Group4willstartwithPhonicsGamesandwillform
partnersortriads,chooseagame(VowelSort,RobotTalk,orRollaDigraph),getthematerialsfromthegamessection
oftheclassroom,andfindaplacetoplay.
3.After15minutes,Iwillringabelltoshowthatitistimetocleanup.Studentswillcleanuptheirmaterialsandmoveon
totheirnextstation.
4.Center2:Group1willswitchtoPartnerReading.Group2willswitchtoPhonicsGames.Group3willswitchtoReading
withTechnology.Group4willswitchtoReadtoSelf.
5.After15minutes,Iwillringabellagaintotellstudentsthatitistimetocleanupfromtheircenters.Wewillgatherat
thecarpetforastoryandminilesson.
ReadAloudandMiniLesson
Hook:Iwilltellstudentsthatthisbook,LittleHumans,waswrittenbyabloggernamedBrandon.Iwillaskstudentsif
anyoneknowswhatabloggerisandcallon3studentstorespond.Iwillexplainthat"HewalksaroundNewYork,a
statefarfarawayfromCalifornia,andtakespicturesofpeopleandasksthemabouttheirlives,likewhattheyliketodo,
whatishardforthem,whatkindofpetstheyhave.Thenhewritesaboutthemontheinternet.Hetakespicturesofkids
too,andhedecidedtowriteabookaboutthem.Butwe'regoingtodosomethingdifferenttoday:Yesterday,wejust
readthepictures.Today,I'mjustgoingtoreadthewords.WhileI'mreading,trytocreateyourownpicturesinyour
head."
1.Iwillreadthebookwithoutshowingthepicturestostudents.
2.Iwillaskstudentstowhispertoaneighborwhattheythoughtofthebookandonepicturetheysawintheirhead.

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ThenIwillcallon2pairstoshare.
3.Iwillaskstudents,"Doyouwanttoseethepictures?"Afteranenthusiasticresponse,Iwillreadthebookagainand
showstudentsthepicturesbyprojectingthemusingadocumentcamera.Onselectpages,wewillstopanddiscusshow
thepictureaddsdetailstowhatthesentencesays:Forexample,Onthepagethatsays,"Sure,sometimestheyfall."we
willtalkabouthowthepictureexplainsthatthelittleboyfelloffhisbikeandheprobablylikesdinosaurs.Onthepage
thatsays,"tomakeyouproudofwhattheyknow!"wewilltalkabouthowheshowsthatheisproudbysmilingandhe
mustbeproudofhismusicaltalentbecausehe'sholdingaguitar.
4.Iwillaskstudentstoholdupa1or2ontheirfingerstotellmewhichtimethestorywasmoreinteresting.Iwillcallon
3studentstosharewhy.
5.Iwillexplainthatpicturesgivemoredetailstostoriesandthatitisimportantto"read"picturestoo.Detailsmake
storiesmoreinteresting.
StudentActivity
1.Iwillexplaintostudentsthattheyaregoingtowritetheirveryownsentenceaboutsomething"LittleHumans"
cando.Iwillaskforideasfromthestudentsonthingsthatwecanwriteabout(thingsthattheyliketodo)andcallon
quiethands.Iwillwritealistontheboard.
2.Iwillwriteamodelsentenceontheboard,askingstudentstohelpmewithpunctuationandcapitals:"Littlehumans
canmakemusic."IwillaskstudentshowIcanadddetailstomysentenceandcallon2students.
3.Iwilldrawapicturetoadddetailstomysentence,includingastickfigureplayingsomekindofmusicalinstruments.I
willcallonastudenttoexplainwhatextrainformationmydrawinggivesaboutmysentence(whattypeofmusic).
4.IwillexplaintostudentsthatwhenIsaythesignalword,"Little,"theywillgetapieceofpaper,writetheirown
sentenceaboutwhatLittleHumansdo,anddrawapicturetoadddetails.Whentheyarefinished,theywillkeeptheir
pictureandsentenceontheirdeskandworkonunfinishedworkorreadquietlyattheirdesk.Iwillask2studentsto
repeatthedirectionsoftheactivity.
5.Iwilldismissstudentstotheirdesksbysayingthesignalword,"Little,"oursightwordoftheday.
6.Studentswillworkindependentlyattheirdesks.
Closure
1.Iwillcallstudentsbacktogetherbyringingabell.Iwillask3studentstosharetheirdrawingwiththeclassunderthe
documentcameraandhavethestudentcallonclassmatestopointoutthedetailsgivenbythepicture.
2.Studentswillturnintheirpicturestothefinishedworkbasketandreturntotheirdeskstoprepareforthenext
activity.
GroupingStrategies

Whole:Thisgroupingstrategyisusedforthereadaloudandminilesson.
Smallgroup/partners:Thisgroupingstrategyisusedduringcentersandwhenstudentsspeaktoapartnerduringclass
discussions.
Independent:Thisgroupingstrategyisusedduringcentersandtheactivitywherestudentsarewritingasentenceand
drawingapicture.

DifferentiatedInstruction

ELLs:Ichoseabookwithrealphotographstosupportthem.Iwillpullthemoverduringcentertimeandpreviewthe
word"details,""interesting,"and"humans."Wewilltalkaboutwhatthewordsmeantopreparethemfortheread
aloud.Iwillleavethebrainstormofideasupontheboardduringindependentworktimetosupportthem.Iwillalsogive
thempaperswithsentencestarters,ifitwasappropriatefortheirlevel.
Studentsatriskoffailing:Iwillleavethebrainstormofideasupontheboardtosupportthem.Iwillgivethesestudents
paperswithsentencestarters,beginningwith"LittleHumanscan..."Iwillalsocomeovertothemperiodicallyduringthe
independentworktimeandindividuallycheckontheirprogresstogivethemsupport.
Advancedlearners:Iwillaskthesestudentstowriteasentencethatincludesdetails,suchasadjectives,inadditionto
thepicture.

Comments

REFLECTIONS
PriortoLesson
PostLesson
Comments

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