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LEARNING PROGRESSION
PREREQUISITE SKILL
- Students will be able to read simple riddles and identify the answers.
- Students will be able to understand the concept of a riddle and its purpose.
EXTENSION SKILL
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DURATION
- Introduction (5 minutes) Instruction (15 minutes)
- Guided Practice (15 minutes)
- Independent Practice (15 minutes)
- Exit Card Formative Assessment (5 minutes)
- Closure (5 minutes)
MATERIALS
- Age-appropriate storybook with illustrations
- Large easel or screen to display the book
- Whiteboard and markers
VOCABULARY
- Illustrations
- Predict
- Describe
- Relationship
TEACHING RESOURCES
CENTERS & TASK CARDS
No Centers or Task Cards Available
IEP GOAL WORKBOOKS
No Goals Available
WORKSHEET PACKS
No Worksheet Packs Available
5 AND 1 INTERVENTIONS
No Interventions Available
GAMES
No Games Available
ACTIVITIES
No Activities Available
LESSON INSTRUCTION
INTRODUCTION
- Begin by explaining the importance of illustrations in a story, such as helping the reader understand the characters, setting, and events.
- Explain that today, students will practice predicting what happens next in a story by looking at the illustrations.
INSTRUCTION
- Select an age-appropriate storybook with illustrations and display it on a large easel or screen.
- Read the story aloud, stopping before turning each page.
- Model predicting what will happen next by describing the relationship between the illustrations and the story, using the vocabulary words.
GUIDED PRACTICE
- Divide students into small groups and provide each group with a copy of the storybook.
- Instruct students to take turns reading the story aloud, stopping before turning each page to predict what will happen next based on the illustrations.
- Circulate around the room to provide support and guidance as needed.
INDEPENDENT PRACTICE
- Provide students with a new storybook with illustrations to read independently.
- Instruct students to read the story and make predictions about what will happen next based on the illustrations.
- Monitor students' progress and provide support as needed.
HOMEWORK
- Assign students to find a storybook at home with illustrations and make predictions about what will happen next in the story.
- Encourage students to share their predictions with their family members.
EXIT TICKET
- Provide each student with a whiteboard and marker.
- Instruct students to write a sentence describing the relationship between an illustration and the story.
ASSESSMENT
- Formative assessments will be conducted during the lesson to monitor students' understanding of illustrations and their ability to predict what happens next.
- The exit ticket and progress monitoring assessments will be used to determine students' mastery of describing the relationship between illustrations and predicting what will happen next.
CLOSURE
- Review the importance of illustrations in a story and how they help the reader make predictions.
- Ask students to share one prediction they made during the lesson based on an illustration.
EXTENSION
- Students can create their own illustrated story and share their predictions with the class.
- Students can practice making predictions using wordless picture books.
INTERVENTION
- For students who struggle with reading, consider using audiobooks or partner reading to support their comprehension.
- For students who need extra support, provide one-on-one or small group instruction to guide them through the process of predicting and describing the relationship between illustrations.
VIDEOS
No Video Available
TEACHING TIPS
- Choose a picture book with clear, detailed illustrations that provide enough information for students to make predictions.
- Encourage students to use their imagination and creativity while making predictions, but also remind them to base their predictions on the illustrations.
- Provide ample wait time for students to process their thoughts and formulate their predictions before sharing with the class.
STUDENT MISCONCEPTIONS
- Some students may think that the only purpose of illustrations is to make the book look interesting or appealing, not to provide information about the story.
- Students may struggle to make predictions based on illustrations, as they may be used to relying on text for comprehension.
- Some students might believe that there is only one correct prediction, instead of understanding that multiple predictions can be made based on the illustrations.
STANDARD
Common Core Standard:
RL.K.7 - With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
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