GCU College of Education

LESSON PLAN

Picture Book Walk Lesson Plan

Jeannine Loar

Grand Canyon University: SPD 580

December 6, 2020

© 2019. Grand Canyon University. All Rights Reserved.

GCU College of Education
LESSON PLAN
Picture Book Walk Lesson Plan

It is the responsibility of special education educators to create, develop, and implement

individualized lesson plans to meet the needs of all their students. The educator must ensure appropriate

differenciation is implemented while meeting the needs of the student to achieve the skill necessary to

master the related goals and standards. Not only does the educator need to consider state standards,

IEP goals, necessary materials, and accommodations but the educator also needs to ensure that they

also model appropriate pre-reading, reading during the lesson and after reading strategies that can be

used cross curricular strategies that are incorporated into the picture walk while meeting the individual

needs of all students.

Class Profile

The students that this lesson is developed for are all students in the resource class, have varying

disabilities noted to be from mild to moderate and are one to two levels below grade level. Arturo is the

only student that has a disability only affecting his reading. The other students all have goals set to meet

their learning needs in both math and reading. The varying disabilities include Autism Spectrum Disorder,

Other Health Impairment, ADHA, Emotional Disturbance as well as students who are visually impaired.

Section 1: Lesson Preparation

Teacher Name: Jeannine Loar

Grade Level: 1st Grade

Date: December 6, 2020

Unit/Subject: Reading/ELA; Picture walk lesson plan

Instructional Plan Title: Christmas Around the World

Lesson Summary and
Focus:
Classroom and Student
In this lesson the students will focus on pre -reading activities while taking a
picture book walk that include responding appropriately to the 5 W questions,
brainstorming, collaborating to discuss text with peers, as well as making
appropriate predictions. While working on during-reading strategies and tasks
the student(s) will take practice how to ask/answer questions (after the teacher
models), make an inference, develop a conclusion while they learn to self-
monitor. The teacher will achieve these by using modeling, encouraging student
conversations by modeling appropriate conversation. The teacher will also focus
on aiding the students in vocabulary development.
The class is composed of one teacher, one paraprofessional, and six students.

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GCU College of Education
LESSON PLAN

Factors/Grouping: The student in the classroom are all academically one or two levels below their
same age peers in reading and mathematics. Students are on IEP’s, 504
display behavior problems, and English Language Learners.

National/State Learning CCSS.ELA-Literacy.RI.1.1 – “Ask and answer questions about key details in a
Standards: text.” (CCSS, n.d.)
CCSS.ELA-Literacy.RI.1.4 – “Ask and answer questions to help determine or
clarify the meaning of words and phrases in a text.” (CCSS, n.d.)
CCSS.ELA-Literacy.RI.1.6 – “Distinguish between information provided by
pictures or other illustrations and information provided by the words in a text.”
(CCSS, n.d.)
CCSS.ELA-Literacy.RI.1.7 – “Use the illustrations and details in a text to
describe its key ideas.” (CCSS, n.d.)

Specific Learning Academics:

Target(s)/Objectives:
The students will be able to implement pre and during-reading strategies through
the use of illustrations or pictures.

Language:

The students will be able to develop predictions about the text and express
those predictions in complete sentence with the use of sentence starters.

Academic Language Picture, Walk, Predict, Illustrator, Illustration

Resources, Materials, Math books

Equipment, and
Technology: Outline/graphic organizer

Computer

Document camera

Candies

Pencils

Crayons

Section 2: Instructional Planning

© 2019. Grand Canyon University. All Rights Reserved.

GCU College of Education
LESSON PLAN

Anticipatory Set 10
Minutes
 I will use a text that is familiar to all students in the class. I will begin by holding up the
cover of the book and asking students if they can tell me what the story is about. I will
give students time to turn to a peer and discuss what they think the stories are about. I
will explain to the students that the illustrations on the front of the book give them ideas
or clues as to what the story is about.
 I will utilize reading cards with students. One side of the reading card is a reading
strategy and on the other side is an explanation of the strategy with examples. The
students will choose a reading strategy card, then chose a text that they are familiar with
and give an example of the strategy based on their book. This will be modeled for the
students several times.
Multiple Means of Representation 10
Minutes
 I will model using texts that are familiar to the students.
 I will display vocabulary with grade level appropriate terms/definitions.
 I will model a picture book walk utilizing a text that the class as a whole is familiar with.
 I will pause throughout the picture book walk to demonstrate how to make a prediction
about the text.
 I will read a new story to the class and have them make predictions as we have practiced
with the modeled text and make notes of the predictions on the whiteboard.

Differenciation:

 English language learners (ELL): Students will be given a word bank, further
explanation when needed with wait time and more modeling, student responses will be
assessed based on the students level of English proficiency, students will use a test that
is familiar to them, handouts will be dual language.

 Students with special needs: Students will be given a word bank, further explanation
when needed with wait time and more modeling, student responses will be assessed
based on the students level of academic ability, verbal cues, frequent breaks, extended
time, oral presentation.

 Early finishers: Students who finish early can be placed into pairs and orally go through
a book walk together on a book of the pair’s choice.

Multiple Means of Engagement 10

minutes
 I will have the students participate in creating a word board of text containing words that
they are familiar with, and appropriate sentence stems to aide students in their
responses when asking and answering questions of their peers.
 I will take the students on a picture book walk through the book, Christmas around the
World in which they will be active participants in the book walk.
 I will ensure that students will practice their ability to make predictions throughout the
picture book walk.

Differenciation:
 English language learners (ELL): Students will be given a word bank, further
explanation when needed with wait time and more modeling, student responses will be
assessed based on the students level of English proficiency, students will use a test that

© 2019. Grand Canyon University. All Rights Reserved.

GCU College of Education
LESSON PLAN

is familiar to them, handouts will be dual language.

 Students with special needs: Students will be given a word bank, further explanation
when needed with wait time and more modeling, student responses will be assessed
based on the students level of academic ability, verbal cues, frequent breaks, extended
time, oral presentation.

 Early finishers: Students who finish early can be placed into pairs and orally go through
a book walk together on a book of the pair’s choice.
Multiple Means of Expression 10
minutes
 I will have the students write, in one sentence, a summary of their picture book walk.
 Student writing expectations: use appropriate language that demonstrates
understanding, will be given a graphic organizer to gather their thoughts in order to
develop a proper sentence.
 I will also be assessing students during the lesson to ensure that they understand. I will
do this by using thumbs up or thumbs down, choral responses, peer to peer discussions
as well as verbal of pictorial representation - based on the level of ability.

Differentiation:
 English language learners (ELL): Students will be given a word bank, further
explanation when needed with wait time and more modeling, student responses will be
assessed based on the students level of English proficiency, students will use a test that
is familiar to them, handouts will be dual language.

 Students with special needs: Students will be given a word bank, further explanation
when needed with wait time and more modeling, student responses will be assessed
based on the students level of academic ability, verbal cues, frequent breaks, extended
time, oral presentation.

 Early finishers: Students who finish early can be placed into pairs and orally go through
a book walk together on a book of the pair’s choice.

Extension Activity and/or Homework

Extension Activity: Students can practice their knowledge of reading skills but utilizing the
reading strategy cards in the classroom. The students can choose a card, apply a strategy then
provide a written response.

Homework: Students have been taught reading strategies that can be practice in any
environment. If the student chooses to do so they may apply the strategy to a book that they
have at home.

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GCU College of Education
LESSON PLAN

Rationale: Instructional Strategies

It is essential that not only general education students, but students of all abilities be

taught content driven lessons promoting literacy, critical thinking and comprehension activities.

Comprehension is an area that is complex and composed of many different areas, students may

struggle in one area and excel in others for this reason educators need to be armed with

multiple instructional strategies in order to ensure students comprehension. It is the

responsibility of the educator to self-evaluate their instructional practices to ensure that they are

making appropriate adjustments to instruction based on the needs and learning goals of their

students.

Importance of Literacy

Alber (2014) defines literacy as, “the ability to both read and write.” When participating in

ELA activities such as writing, listening and reading in more advanced settings students need to

possess the ability to comprehend while engaged in a lesson in order to be able to do so across

all curriculums (North Star of Texas, 2020). The integration of both reading and writing in all

content areas is essential because it aide’s students in making connections and allows for better

understanding/application of newly acquired material (Alber, 2014).

Whether students are writing or speaking they are actively thinking. One way to aide

students in gather their thought while speaking or writing is to utilize graphic organizers so that

students can write, reflect, review and retell their thoughts and ideas about the topic in which

they are learning about. A research study was conducted by the National Assessment of

Educational progress and it was determined based on the data that less than one-third of

students within the United States educational system read or write below grade level

requirements (Miller, 2008). It is essential that schools have an educational team of reading

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GCU College of Education
LESSON PLAN

specialists, educators and administration that can focus on ensuring that students are reading

and writing across all content areas.

Instructional Choices

To ensure that the needs of the students are met I provided the students with activities

and tasks within their zone of proximal development. When developing activities in the zone of

proximal development for a student the educator is designing activities that allow the student to

demonstrate their knowledge with and without support or guidance from a teacher or peer

(McLeod, 2019). Ensuring the students have the appropriate accommodations and supports in

place along with support and encouragement the students will allow the students to be

successful at completing the task on their academic levels. Lessons designed in this manor

also allow for the student to make meaningful contributions to the class along aide their peers.

By the educator differentiating lessons and implementing different reading strategies the

educator is ensuring that the students individual needs are being supported whether reviewing

material or learning new material. In order to ensure that a student is being provided

appropriate supports, prior assessment is essential. By administering prior assessment, the

educator is aware of the student’s understandings and misunderstandings and can provide

supports that enable the student to remain focused on the essential ideas that aide them in

meeting their learner goals (Small & Lin, 2019).

Strategies to Encourage Comprehension

This lesson allows the students to demonstrate their knowledge, collaborate and support

their peers regardless of their ability. The reading strategies that are on the cards allow the

student to choose which skill they would like to demonstrate for the class, by having this the

student can be confident that they can express themselves in front of their peers in whatever

© 2019. Grand Canyon University. All Rights Reserved.

GCU College of Education
LESSON PLAN

area they feel more confident. If the educator were to choose a strategy for the students, this

would be more of an assessment to gauge their knowledge and see where they may require

more support. This is a smaller group of students, because of this the student know one another

and are more confident in sharing their responses and demonstrating their understanding in

front of peers.

Doing a picture walk through the books(s) creates a fun interest in the book(s) and gives

the student a reading purpose while keeping them organized. While the students focus on the

picture walk through the book, they are also building their reading confidence while not

necessarily needing to know all of the words or vocabulary in the book itself.

Why Strategies are Important

Reading strategies whether they are pre, during or after are essential skills for all

students to have. Reading strategies are instructional strategies that are specific and targeted

to support the students in areas where they may need support. Strategies that aide in reading

comprehension are important to support a student because if a student cannot comprehend

what they are reading there will be no academic growth. Reading strategies not only give

students a purpose or plan while reading, but they also provide outlines to aide students in

making predictions, connecting with the text, activating their prior knowledge, and exposes them

to new vocabulary (Alberta, n.d.). While supporting learning across all content areas.

© 2019. Grand Canyon University. All Rights Reserved.

GCU College of Education
LESSON PLAN

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

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

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

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=2ahUKEwjewb6M08XlAhXW854KHRDl

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

%2FAttachmentHandler.ashx%3FattachmentID%3DNV

%252BmKCl3nM8%253D&usg=AOvVaw3V3sTTzKUDVRMJl5V4419Z

© 2019. Grand Canyon University. All Rights Reserved.

GCU College of Education
LESSON PLAN

© 2019. Grand Canyon University. All Rights Reserved.