Lesson plan

What’s in a Picture?

Help your students connect with a classic read-aloud as they learn about the relationship between illustrations and text.
Need extra help for EL students? Try the All About the Picture pre-lesson.
EL Adjustments
Grade Subject View aligned standards

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Need extra help for EL students? Try the All About the Picture pre-lesson.

Students will be able to describe the connection between the illustrations and words in a story.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
EL adjustments
(5 minutes)
  • 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.
(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.
(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.
(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 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.
(5 minutes)
  • Check that the completed worksheets reflect an understanding of picture comprehension and accurately depicts what happened in the story.
(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.”

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