Workshop Lesson Plan

Planning:
Central focus:
Comprehension: Summarize the
relationship of the illustrations to
the text
Standard:
RI.K.7 With prompting and support,
describe the relationship between
illustrations and the text in which
they appear (e.g., what person,
place, thing, or idea in the text an
illustration depicts).
Essential literacy strategy:
Summarize how the illustrations
and text connect in a non-fiction
text
Language Function:
Summarize, anchor chart?
Related skills:
main topic and key details, understanding
that words from text have meaning,
understanding the role of author and
illustrator, print concepts
21st century skills:
Technology will be implemented in this
lesson by using the smartboard to show The
Migration video.
I can foster student relationships by allowing
the students to talk to each other, and
discuss amongst their peers.

Objective
Performance: Students will be able to summarize the connection between text and illustrations in a non-fiction text .
Conditions: Students will work independently.
Criteria: With 80% accuracy
Vocabulary Discourse Syntax
Terms: Students will carry a conversation
author, illustrator, pictures, that summarizes the key details of
summarize
the illustration, using words like
Support:
Provide questions to scaffold “in the beginning, at first, then,
students in summarizing the content next” during carpet time.
within the text.
What I say in this box should
match what I explain IN DETAIL in
4D commentary

Supports, accommodations, and modifications (IEPs, 504s, other learning needs)

Student Supports, accommodations, and modifications during instruction Supports, accommodations, and modifications during
assessment
504 plan Student will be able to have water bottle and snacks The same accommodations will be used for
on desk, and at recess. assessments.
ELL – students Have students recite the pictures in Spanish Teacher may record the student responses
who can speak on stickies if needed, during writing
little English assessment.
Talented learner Student will receive text above grade level Student will be asked to write 2 “I see”
statements for assessment.
Student will receive work with slightly more difficult
directions ex: write 4 sentences instead of 2
Prior knowledge:
main topic and key details, understanding that words from text have meaning, understanding the role of author and
illustrator, print concepts
Materials: smartboard, sticky notes, book (that is read as a class), pencils
Implementing:
Whole-Group Instruction (focused mini-lesson) Time:
Teaching point: The teacher will capture the student’s attention by playing the “Hibernation Song”.
https://www.youtube.com/watch?v=0Pk6NrxZY6s

They will put their desk materials away, and come to the carpet. There will be motions for the students to act
out for each line of the song.

Song motions:

For the first and second line we will place our hands together in a sleeping motion.

For the third line, we will stretch as if we are waking up.

For the fourth line, we will move our hands in a blossoming motion.

After the video, the teacher will say, remember how Mrs. Juchter talked to you guys about what an author
and illustrator does?” “What’s the name of the person that writes the words?” “What’s the name of the
person who draws the pictures ?” The teacher will use the popsicle sticks to call on a student.

Anticipated answers may include: An author writes the story. Illustrations are pictures. An illustrator draws
the pictures for the story.

Explanation: The students will repeat after the teacher by saying

I will be able to draw my own illustrations and write sentences to describe my picture.

Modeling: “Friends, today I am going to teach you about illustrations and how they can help us read, and
understand the story. Sometimes, the illustrator includes pictures in the story that goes along with the words
that the author has written.”

Today we are going to read “Monkeys”.

The teacher will ask the students to take a look at the cover of the book. “What do you see?” “What do you
think this story will be about?”

As the teacher proceeded through the book, ask who, what, when, why, and how questions about the
pictures.

What do you notice about..

What do you think…

Why do you think…

As the students answer these questions, the teacher will write the student’s thoughts/process on the board.
Guided practice/active engagement:

“You guys have done a great job at picking out details from the illustrations!”

Now that we’ve taken a look at the pictures and thought about what the story is about, I want you to turn
and talk with you carpet pal.

Model first

The teacher will have the students share their clues, thoughts, and questions by using the format: I see..I
wonder..I think..

As the students talk with their partners, the teacher will monitor and prompt when necessary. I will model a
sentence for students who may be struggling.

After about 3 minutes. The groups will share their thoughts with the whole group.

Independent Practice: For individual practice, the students will break off into their reading groups and choose
a book. They will each get a sticky note, and write one “I see” statement. This will allow them to make
observations based on the illustrations.

Link/closing: Today, we learned that illustrations can help us understand what the author is writing.

Small-Group Instruction (differentiated by data) Centers (Data-Driven)

Group 1:
Time: 5-7 mins
Grouping characteristic:
Students are slightly
below grade level and
need additional support
when identifying the
connections between
text.
Group 2:
Time: 5-7 mins
Grouping characteristic:
Students who are on
grade level but still
need additional support
to summarize what the
text and illustrations
are conveying.
Group 3:
Time: 5-7 mins Time:
Grouping characteristic: Center 1:
Students are above matching illustrations with
grade level with their sentences
understanding of the
connections between
text and illustrations.

Needs based on data:
Assigned students:
Needs based on data:
Assigned students:
Needs based on data: Center 2:
Draw pictures that matches
the text given
Assigned students: Center 3:
Write sentences that
matches given illustrations

Instruction: Instruction: Instruction: Center 4:

Students will use sentence
starters like “ I see, I
wonder, I think” to help
guide their thinking to
create a sentence.
Students will use a graphic
organizer with words like
‘first, then, after that, ..”, in
order to see a model of how
a story should be retold.
Students will use their Write sentences and draw
writer’s notebooks to pictures to illustrate text
practice summarizing the
book that is read during
small group.
Assessing:
Assessment: Students will write one “I see” statement on a sticky note, after reading a non-fiction text.
How does it measure the essential literacy strategy? How does it measure the related skills?
The students will be making connections from the text to the Students will build upon their knowledge of main idea, and
illustrations, in order to write what they see from the the role of author and illustrator. By knowing these skills,
information. This will serve as a summary for the first book they can effective create a summary of the story.
that’s read in this first lesson.

Reflecting on students’ performance (to be completed after implementing lesson)

Students’ strengths in relation to essential literacy strategy
The strengths related to the essential literacy strategy was
their ability to connect the illustrations to the text in the
books that we read. They were able to use the illustrations
to also figure out what the text was saying even if they were and back of the book was. Additionally, they could tell me
unsure of the words.
Students’ weaknesses in relation to essential literacy strategy
Their weaknesses were their lack of ability to use their 5
summary fingers as a base to create the summary of the
story. The students were able to verbally tell me but they
struggled with using the model that I demonstrated for
them.
Students’ strengths in relation to related skills
The students successfully demonstrated what the print
concepts were. For example, they showed me that they
were able to hold the book correctly and where the front
what the role of an author and illustrator is and the
students knew how to recognize the main points in the
story.
Students’ weaknesses in relation to related skills
As far as the related skills, I don’t know of any weak areas
that my learners struggled with. I think I did a great job of
linking their prior knowledge, so they pretty much had a
solid idea of main idea and understanding that words have
meaning within a text.

Reflecting on lesson implementation (with justifications from student performance and lesson delivery)
Strengths Areas for growth
Reflecting on my lesson, I feel that I have strengths in A few areas of growth for me would be to give the students
coming down to the level of my students in order for them more response time. My CE suggested that I count to 5
to better comprehend the material I was laying forth. I Mississippi in order to give my learners enough time to
also did a great job at modeling the “I see” statements think and give me an answer. I can also work on my
that they practiced on their sticky notes. Each student classroom management skills. There were a few instances
successfully wrote an “I see” statement, which tells me where my students were distracted by the other children in
that they understood what they were supposed to do. the hallway. I tried to use callbacks like “Hocus Pocus,
Everybody Focus”, which was only effective for a few
They also understood how to observe illustrations in order
minutes at a time.
to make a sentence.

Given the students' in/ability to achieve the learning standard, describe your next steps to improve your practice
Next steps for teaching essential literacy strategy Next steps for teaching related skills
In my next steps, I will be sure to give my students a more Going forward, I will need to create a way for my students
adequate time frame to practice the essential literacy to make connections to skills that are related to what they
strategy. I knew that my students understood the content are learning. This way, they can have a link to better
because of our discussions, however, they struggling with understand the content.
independent practice.