Running head: PICTURE BOOK WALK LESSON PLAN

Picture Book Walk Lesson Plan

Calandra Young

Grand Canyon University

SPD 580

January 13, 2021

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Picture Book Walk Lesson Plan

In designing and implementing lesson plans that efficiently separate curricula, address

student needs, and conform with appropriate state standards, special educators have an important

role to play. It means accepting all students, incorporating engaging content, and fulfilling IEP

standards and student goals to prepare good language arts lessons. Pre-reading, reading and post-

reading metacognitive techniques must be modeled and cross-curricular subject fields must be

integrated into reading and language arts classes. This assignment is a cross-curricular lesson that

entails a picture walk and contributes to students' particular needs.

Class Profile

Students in Reading and Math perform one to two classes below the grade average.

Students are in the resource room in the group of mild-moderate disabilities. Arturo's impairment

only affects Comprehension, where the majority of the group's disability affects both Reading

and Arithmetic. Community IEP Recognition varies from ASD, OHI with ADHD, Mental

Distress, and visual disability.

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Section 1: Lesson Preparation

Teacher Candidate Calandra B. Young

Name:
Grade Level: 1st Grade
Date: January 13, 2021
Unit/Subject Reading: Picture Walk Lesson Plan

Instructional Plan Title: A Ticket Around the World

Lesson Summary and Students focus on pre-reading exercises and strategies such as discussion,
Focus: brainstorming, wordplay, scanning, and identifying the 5 W's and H (who, when,
when, where, where, how).
Students utilizes reading strategies and activities such as questions asked and
answered, stopping and modeling, student communication, inferences made,
assumptions drawn and written, and self-monitoring.
Students focus on language learning, such as hearing, communicating,
translating and understanding.
Classroom and Student Makeup of classroom: 6 students, 1 coach, 1 para-professional.
Factors/Grouping: Factors for students: IEPs, 504, ELL, behavioral disorders, mixed years.
RSP Classroom: Students performs one or two courses below grade level in
Reading and Math.

National/State Learning CCSS.ELA-LITERACY.RI.1.1

Standards: Ask and answer questions in a text about main information.
CCSS.ELA-LITERACY.RI.1.4.  
To better assess or explain the importance of terms and phrases in a letter, pose
and answer questions.
CCSS.ELA-LITERACY.RI. 1.6
Distinguish between the information supplied by the photographs or other
diagrams and the information supplied in the text by the words.CCSS.ELA-
LITERACY.RI.1.7
Use the illustrations and details in a text to describe its key ideas.
Specific Learning Academics:
Target(s)/Objectives: By simply using images/illustrations, students will be able to apply a variety
of pre-reading and during-reading strategies.

Language: ENGLISH:
Students will be able to use sentence frames to draw decisions on full
sentences.
Academic Language  Picture: a sketch, painting, or photograph
 Walk: to move your body or to move from place to place by taking steps
 Illustrator: an artist who designs book illustrations

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 Predict: reflect on what might happen next

 Illustration: an illustration or drawing that is used to depict or decorate a
book
Discussion
Brainstorming
The 5 W’s and H note-taking template
Rhyming
Skimming
Predicting/Previewing
Resources, Materials, Resources: Students math books
Equipment, and Materials: candy corn outline (graphic organizer), candy corns, pencils, crayons
Technology: or colored pencils
Technology: document camera

Section 2: Instructional Planning

Anticipatory Set Time

Needed
 Display them familiar messages, like Cat in the Hat, No David! The Stars of Goodnight,
10
Green Eggs and Ham. Whether they wonder what the story is all about, ask them. Let the
minutes
students turn back to share with their peers what the stories are about. Explain to the
students that by looking at pictures and sketches, one way to learn about the story is. I
will then pull out a pack of cards. On the one hand, each card has a reading technique
and, on the other, definitions, illustrations, and support. Students pick a plan, select a
book of their choice and model, explain the reading strategy set out on the card and/or
display it. Students can begin by making choices that they know and trust, or you can put
them in a bucket and randomly pick them.
Multiple Means of Representation Time
Needed
 Using popular messages, I am going to demonstrate a few examples.
 Student-friendly word definitions and cards with glossaries. 15
 Model with a shot of the Cat in the Hat, No David! Stop midway through Goodnight minutes
Stars, Green Eggs and Ham to demonstrate how to make a guess.
 Read the whole story as students make conclusions, demonstrating on the big sticky
notes the variety of answers.

Differentiate materials for each of the following groups:

 English Language Learners (ELL): word banks/cards, manipulatives, teacher talk and
waiting time, encourage students to reply on the extent of their skill levels in class
discussions, set high quality expectations, visual sense, books they recognize, dual-
language visual representations.
 Students with special needs: Word banks, manipulatives, talk and wait time for
instructors, visual aids, allow learners to respond during class discussions on the basis of
their skill ratings, extra work time, small group, visual representation, frequent rest

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breaks, book of relevance

 Early finishers: Learners should partner up with a collection of books and their mates,
take photos and walk. It supports learning, listening, career skills, turn-around abilities
and commitment.
Multiple Means of Engagement Time
Needed
 Students will assist in viewing familiar text and answering the text series' questions.
 With a new book, A Trip Around the World, students take part in a picture tour. 20
 By completing picture walks with their friends, students practice their predictive ability. minutes
Differentiate materials for each of the following groups:
 English Language Learners (ELL): word banks/cards, manipulatives, teacher talk and
waiting time, encourage students to reply on the extent of their skill levels in class
discussions, set high quality expectations, visual sense, books they recognize, dual-
language visual representations.
 Students with special needs: Word banks, manipulatives, talk and wait time for
instructors, visual aids, allow learners to respond during class discussions on the basis of
their skill ratings, extra work time, small group, visual representation, frequent rest
breaks, book of relevance
 Early finishers: Learners should partner up with a collection of books and their mates,
take photos and walk. It supports learning, listening, career skills, turn-around abilities
and commitment.
Multiple Means of Expression Time
Needed
Utilize a one-sentence verbal comment on the in-class simulation they have undergone with a
walk in the picture will be done by students. Using complete sentences, they will be expected to
10
verbalize the reflection and to use the simulation illustration to demonstrate their understanding.
minutes
To foster student awareness and incorporate writing into the lesson, students can complete a
multimedia organizer. During the class, students can also take part in formative exercises, such as
mid-thumb down thumbs up-thumb, full-group replies, word-to-text, videos, and pair-share
conversations.

Differentiate materials for each of the following groups:

 English Language Learners (ELL): word banks/cards, manipulatives, teacher talk and
waiting time, encourage students to reply on the extent of their skill levels in class
discussions, set high quality expectations, visual sense, books they recognize, dual-
language visual representations.
 Students with special needs: Word banks, manipulatives, talk and wait time for
instructors, visual aids, allow learners to respond during class discussions on the basis of
their skill ratings, extra work time, small group, visual representation, frequent rest
breaks, book of relevance
 Early finishers: Learners should partner up with a collection of books and their mates,
take photos and walk. It supports learning, listening, career skills, turn-around abilities
and commitment.
Extension Activity and/or Homework Time
Needed
Extension Activity: By handing over the pre-reading strategy or strategy cards when reading,
students will begin to learn reading skills. With a book of his or her choice, the student will show
an illustration of using the technique.

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Using each reading method, students can create a show/explanation assignment.

Homework: In reading the log, students should demonstrate a reading technique of their choice
for their parents.

Instructional Strategies Rationale

It is important to implement content-based lessons to all students, especially students

with disabilities, that promote critical thinking, understanding and literacy. When it comes to

mastering comprehension, there are many ways in which a student can struggle. For this reason,

teachers must be equipped to deal with these situations with a variety of teaching strategies. It is

the teacher's responsibility to rely on the choices of the curriculum and to rationalize the

appropriateness of each solution relative to the students' particular needs and academic

objectives.

Importance of Literacy

What is literacy? Literacy is described as "ability to read and write" (Alber, 2014).

Students should be able to gain understanding and engage in reading, writing, listening and

talking intermediately, and the importance of being able to do so across all curricula (North Star

of Texas, 2020). Reading and writing convergence in all fields is important because "writing

helps us make sense of what we are learning and helps us make connections to our own lives or

other's ideas" (Alber, 2014). When writing, students think, just as when they talk. Also, students

can ponder, research, retell and enjoy what they are studying by writing to instructional materials

and KWL maps. "The 2005 National Assessment of Educational Progress reports that less than

one-third of U.S. high school students read or write at grade level" (Miller, 2008). Schools need

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to set up a team of lecturers, instructors and supervisors to concentrate on reading and writing in

all subject types.

Instructional Choices and the Appropriateness

My first approach is to carry out exercises within the area of proximal development of

each learner in order to meet the needs of my learners. The proximal growth zone is "the

difference between what a learner can do without assistance and what he or she can do with

guidance and encouragement from a qualified partner" (McLeod, 2019). Providing adequate

help, resources and lodging, I will provide the students with ample confidence and motivation to

carry out the challenge comfortably. This suggests that, in addition to progress, any student in the

classroom has the potential to make a meaningful contribution to the learning process.

Teaching and learning literacy techniques to distinguish instructions that support the

needs of particular students and to concentrate on them in the preparation of new content,

classes, resources and support. Students may have a choice, prior evaluation is important to

recognize the needs of students and to concentrate on "big ideas" to reach all stages of learning

(Small & Lin, 2019).

Strategies to Encourage Comprehension Strategies

Students have a lot of skills, so the lesson encourages all learners to demonstrate their

knowledge, model and motivate each other. If we play a card deck where learners can pick a

tactic that builds on a strategy they know and can demonstrate and model that behavior safely. If

I choose a tactic out of the bucket, the students will be evaluated and asked to model a strategy

that they might not have perfected. Since the class is small, students feel more confident in

sharing their views, knowledge and understanding of the community. Image is a light of curiosity

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in stories. The walk in the photo set the student up with a target and allow the student to

coordinate details. Students often improve their reading skills by having students focus on a

picture walk, without including the aspects of reading and writing.

Why Strategies Are Important

For pupils, pre, present, and post-reading skills are important, since personalized teaching

methods are the starting point for the program's implementation. If a pupil cannot comprehend

what he or she is hearing, so there is no interpretation. Reading techniques are relevant because

they are:

 It sets the intention for reading and offers students the ability to use visual cues to

deepen understanding.

 It offers an ability to make assumptions and expect events in a text/story.

 It lets students make links to the text/story using their previous experience or

context knowledge.

 It also includes an opportunity prior to actually reading to introduce new

vocabulary (Alberta, n.d.), which aims at encouraging all literacy.

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References

Alber, Rebecca. (2014). How Important Is Teaching Literacy in All Content Areas? Edutopia.

Retrieved from https://www.edutopia.org/blog/literacy-instruction-across-curriculum-

importance

Alberta. (n.d.). Picture Walk. Learnalberta. Retrieved from

http://www.learnalberta.ca/content/ieptLibrary/documents/en/is/picture_walk.pdf

Cox, Janelle. (2019). Teaching Strategies to Promote Critical Thinking. Retrieved from

https://www.teachhub.com/teaching-strategies-promote-critical-thinking

McLeod, Saul. (2019). What Is the Zone of Proximal Development? Simply Psychology.

Retrieved from https://www.simplypsychology.org/Zone-of-Proximal-Development.html

Miller, Cathy. (2008). Integrating Reading and Writing Instruction into Content-Area

Classrooms. Retrieved from

https://www.educationworld.com/a_curr/columnists/miller/miller023.shtml

North Star of Texas. (2020). Writing Project. Retrieved from https://www.northstartxwp.org/

Small, Marian & Lin, Amy. (2010). More Good Questions: Great Ways to Differentiate

Secondary Mathematics. Retrieved from https://www.google.com/url?

sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=2ahUKEwjewb6M08XlAhXW854KHRD

lAxcQFjAAegQIBBAC&url=https%3A%2F%2Fwww.nctm.org%2FHandlers

%2FAttachmentHandler.ashx%3FattachmentID%3DNV

%252BmKCl3nM8%253D&usg=AOvVaw3V3sTTzKUDVRMJl5V4419Z

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