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Lesson Title: What does that picture say?

Grade Level: Grade 3

Class Time: 90 minutes

Subject Integration: English

Brief Overview: This lesson expands students' inferring skills, enabling students to make meaning out of visuals as
well as text in an assortment of picture books.
Learning Outcomes: Students will be able to name and describe different illustration features and how they
contribute to the story's meaning.
Common Core Standard: CC.3.R.I.7 Integration of Knowledge and Ideas: Use information gained from illustrations
(e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why,
and how key events occur)
AASL Standard: 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media,
digital) in order to make inferences and gather meaning.
AASL / IFC Skill: Uses a variety of strategies to determine important ideas

Accommodations
/Modifications
for All Learners

Learning/Teaching Activities CT=Classroom Teacher L=Librarian


The practice text will be read out loud
Students will work with partners in independent practice and read a
loud to each other
Students may fill the chart out with illustrations instead of words, or,
after discussing the answer together, one student can fill out the
chart to support their partner

P. DiSalvo-Harms - 2015

Resources

Direct
Instruction

Work with students to review the definition of inferring to

Large chart paper

build on prior knowledge (like being a detective- use clues to

with two column

make a well informed guess about the story)

table labeled I

Introduce the skill: inferring from pictures to create meaning

think and because

Work with students to establish questions to consider about

Large chart paper

illustrations (Ask: what clues do illustrations give us?):

headed What clues

What colors are being used? What does that tell me about

do illustrations give

the story?

us? with questions

Do the lines tell me anything about the character's

to consider and

emotions?

examples

Does the character's placement on the page tell me

Print outs of

anything?

example pictures

What do I notice about the character's facial expression?

for each student

What do the actions and body posture of the character tell

Five large signs for

me? (Adapted from Prior, Willson, and Martinez 2012)

Explain: At the end of each page, pretend there is a stop sign.

feature (colors,

Take time to investigate the illustrations and see if you can

lines, placement,

answer any of these questions to help you understand the

facial expression,

story.

and actions/body

Warm- up activity to help students recognize features- class

posture)

gallery walk

each illustration

Post different illustration features in different areas of the

organizer for

classroom, give students a few example illustrations, and

students &

have them hang them under the correct label

clipboards

Introduce the graphic organizer: I think/ Because chart

P. DiSalvo-Harms - 2015

Copies of graphic

Lily's Purple Plastic

Explain: We are going to practice this skill together first until

Purse

you are comfortable with it. Then, a little later, you will choose
partners and practice with a new book and continue filling out
this chart. We are all going to be teachers today as we will end
the class by sharing what we have noticed with each other to
finish our chart. Then we will always have this chart to refer
back to if we need to.

Read a loud the book Lily's Purple Plastic Purse and demonstrate
the skill by thinking aloud what the pictures communicate and
how (or through what feature)

add observations to I think/ Because chart and have


students do likewise

Guided Practice

Continue reading the book as a class and stop periodically to


have a group discussion around the visuals

prompt students to make meaning from the visuals with


questions

Generally- What do you see here? What does this visual


tell us?

Specifically- What does this [specific feature] tell us?

Have students think independently or turn and discuss with a


neighbor

P. DiSalvo-Harms - 2015

Add additional observations to I think/ Because chart

Lilys Purple Plastic

Purse

Independent
Practice

Provide students with an assortment of picture books with

Pigeon Drive the Bus

strong visuals

Don't Let the

Partners select a book, take turns reading out loud, and work

Wemberly Worried

through inferring from visuals in this new text, adding to their I

Olivia

think/ Because graphic organizer

Officer Buckle and


Gloria

Circulate to guide students with pointed questions and offer


encouragement where appropriate

Where the Wild


Things Are

Closing/
Sharing/

No, David!

Before the end of class, pairs share what they have discovered
and it is added to the class I think/ Because chart

Reflection

Students are given time to share visuals they may have


struggled with and the class works through them together

Assessment(s)

Any lingering questions are welcomed

I think/ Because chart

Resources/Activities for Extending the Learning:


Students create their own picture books using the visual features they have learned to convey meaning, by
hand or through a Web 2.0 tool such as My Story Maker
P. DiSalvo-Harms - 2015

I think/Because Graphic Organizer


I think...

P. DiSalvo-Harms - 2015

Because...