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Students will be able to describe the connection between the illustrations and words in a story.
- Display the front cover of Owl Moon by Jane Yolen and help your students make a text-to-self connection by asking them to look at the image on the cover and think about what it reminds them of.
- Prompt students as needed by asking them what they see and if they have ever seen snow, owls, etc.
- Provide students with the sentence frame, "I see a __ and it reminds me of __"
- Provide students with the sentence frame, "My connection to the picture on the cover is __ because_____"
Explicit Instruction/Teacher modeling(5 minutes)
- Introduce the story by telling students the title and author, and then explain you will be using a picture walk to preview the story.
- Spend several minutes doing a picture walk of the story and tell the class that a picture walk means looking carefully through the book without reading the words, while paying attention to the pictures on each page to preview what the story is about.
- Review the definitions of author and illustrator.
- Provide students their own copies of the book to follow along as you do the picture walk.
- Have students turn and talk to a partner to share what they see on several pages throughout the picture walk.
- Encourage students to use complete sentences and prompt them to expand their sentences when appropriate (e.g. Complete Sentence: I see a ____. Expanded Sentence: I see a ____ and I think ____).
Guided Practice(10 minutes)
- Read aloud the story, pausing to ask students what they notice is happening in the illustrations and how it relates to the words. Point out the words as you read them and ask students to notice how there are spaces between words. This makes reading each word easier.
- Explain to students that the illustrations are created to go with the words. This helps us to understand what is happening in the story.
- Have students turn and talk to a partner to share their observations of what is happening throughout the story.
- Provide students with the sentence stem, "I see____"
- Pause as you read to have students reflect on the connection between the illustrations and words using the sentence frame, "The ____ illustration goes with the story because__."
Independent working time(15 minutes)
- Have students choose their favorite part of the story.
- Pass out copies of the Draw the Scene worksheet.
- Ask students to draw their own illustration of their favorite part, and then have them label what is happening in the story.
- Provide students with individual copies of the story to use when choosing their favorite part of the story.
- Pair students up with a partner to verbally share what is happening in their favorite part of the story.
- Direct students to the classroom word wall or individual word wall to find words to use when labeling their pictures.
- Provide students with additional copies of the text to look over when the story is finished. Ask them questions and have them identify their favorite part of the book.
- Assist students by allowing them to dictate and/or just write the first sound of the words they want to label.
- Have students retell the story from beginning to middle to end using three illustrations that depict the story and have them include labels to tell what is happening.
- Check that the completed worksheets reflect an understanding of picture comprehension and accurately depicts what happened in the story.
- Check to see if students were able to depict one element of the story using their own illustrations.
- Ask students to point to the page in the book that students chose to draw.
- Assess student understanding by having students share with a partner the part of the story they chose to depict in their own illustration.
Review and closing(5 minutes)
- Ask students to place their finished worksheets on their tables or desks and invite students to walk around and view their classmates' work using a “gallery walk” of moving around the room to look at others’ work.
- Close by saying, “When we pay attention to the illustrations in a story, we can better understand the words.”
- Group students together in small groups and have them share their work by passing their pictures around the group.
- Pair students with others who speak the same home language as able.
- Have students reflect back on the lesson by sharing with a partner one thing they learned in the lesson, using the sentence frame, "Today I learned that illustrations__."