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EL Support Lesson
Going on a Picture Walk
Students will be able to preview stories using illustrations as a guide.
Students will be able to make predictions with complete sentences using sentence frames.
- Display the familiar text, such as The Little Mouse, the Red Ripe Strawberry, and the Big Hungry Bear by Don Wood to the class.
- Ask them if they know what the story is about. Have students turn and talk to a partner to share their thinking.
- Explain that one way we can learn about a story is by looking at the illustrations, or pictures on the cover and throughout the story.
Building academic language
- Provide student-friendly definitions of the vocabulary words using the glossary and vocabulary cards as a reference.
- Model going on a picture walk of The Little Mouse, the Red Ripe Strawberry, and the Big Hungry Bear by Don Wood, pausing midway through the book to demonstrate how to make a prediction. Model thinking aloud to make your prediction, "I predict that the little mouse will _____."
- Ask students to turn and talk to share their predictions with a partner.
- Read the full story aloud and ask students if their predictions were correct. Refer back to how the illustrations can help you learn about and predict what will happen in the story.
- Pair students up with a partner and pass out one new fiction text to each pair.
- Have students go on a picture walk with their partner and pause midway through the book. When they pause, ask students to verbally share their predictions with their partner using the sentence frame, "I predict ____will happen next."
- Tell students to finish their picture walk and determine if their predictions were correct.
- Display the My Prediction worksheets and model how to complete the worksheet using the The Little Mouse, The Red Ripe Strawberry, and the Big Hungry Bear by Don Wood as your example text.
- Pass out one new fiction text and a copy of the worksheet to each student to complete independently.
Additional EL adaptations
- Provide vocabulary cards in the students home language (L1) as well as English.
- Have students complete additional predictions for another text.
- Encourage students to write their own complete sentences.
Formative Assessment of Academic Language(5 minutes)
- Informally assess student understanding by circulating throughout the room during the pair work time and checking if students are able to verbalize their predictions.
- Collect student work samples and assess if they were able to make reasonable predictions using complete sentences.
Review and closing(3 minutes)
- Review the importance of illustrations in a text (help us visualize a story, help us decide if we want to read the book, help us make predictions).
- Have students share one to two predictions from their texts aloud with the group or in pairs.