SIOP Lesson Plan
Black= Included in the Original Lesson Plan
Blue= Added to include SIOP Features
Green= SIOP Feature
Concept: Making Inferences Using Images Illustrations
Link to Original Lesson Plan: analyzing https://www.education.com/download/lesson-plan/analyzing-visual-elements/analyzing-visual-elements.pdfg-visual-elements.pdf (education.com)
Time: 45 minutes
Standard: 4.RL.1 Explain what a text says explicitly and draw inferences by referring to details and examples in the text
Content Objectives: By the end of the lesson, students will be able to… (F1, F3)
Identify multiple ways visual elements influence a text's meaning through a “Think-Ink-Pair-Share” discussion.
Create connections between visual elements and the text in a read-aloud activity and “Picture Detective” worksheet.
Language Objectives: By the end of the lesson, students will be able to… (F2, F3, F6)
Orally participate in whole-class discussions about drawing inferences from images in a text.
Record “evidence” that influences inferences on the “Picture Dectective” worksheet using short sentences/phrases.
Attentively listen to classmates’ responses during whole-group and small-group discussions.
Read a grade-level poem, At the Zoo, in order to evaluate the effectiveness of an illustration.
Materials (F4, F21):
Word Wall (sight words/challenging words)
“Word Maps”
Bilingual Dictionaries
PowerPoint + Projector
The Way I Feel text
Work Bank w/ Emotions (Scaffolded- ELLs)
Reading Notebooks
At the Zoo Poem
“Picture Detective” Worksheet
“Visual Element”
Translated Materials:
Discussion Questions
The Way I Feel text
At the Zoo Poem
“Picture Detective” Worksheet
Activity (F12)
Lesson Introduction
5 minutes
Pre-teach vocabulary terms (inferences, illustrations, evidence): (F10)
“Prediction is a lot like making a guess. Today, in class, we are going to be practicing trying to figure out what might happen or will happen by looking at a picture. You have all done this when we use pictures to help us understand difficult English words.” (F7, F8)
Pre-teach vocabulary terms and give students individual “Word Maps.” (F4, F9-10)
Create gestures that relate to vocabulary terms. Use them throughout the lesson. (F9)
Provide each EL with a bilingual dictionary to reference, throughout the lesson, as necessary. (F19)
Have Content and Language Objectives displayed as students enter the classroom. (F1, F2)
Review Content and Language Objects with the class.
“Repeat after me: By the end of class, I will be able to… _____, … _______.” (F1, F2)
Hook/Anchoring Event (F25)
5 minutes
Provide a picture/video of someone who has a stomach ache.
Prompt students to predict what is wrong:
“What could be wrong with the child in this image? What makes you say that/What evidence did you find to support that?” (F14-F16, F24)
Provide sufficient wait time to ensure ELs have had enough time to understand and generate a response (F18)
Tell them that making INFERENCES (pointing to word wall) based on evidence is a super-reading skill.
“Today we will learn how pictures can help us make inferences! Illustrators are very purposeful in their pictures and want to increase our understanding and enjoyment of the text!” (F1)
“I Do, We Do, You Do” (F13, F21, F23)
Modeling/Practice
25 minutes
Have students open “Reading Notebooks” and title/date the next blank page: “Making Predictions- Date- Name”
Read the text, The Way I Feel to students. (F7, F10) Encourage the students to listen to the words and analyze the images; tell them they will be trying to use the images to make inferences/predictions like the activity they just completed. (F11)
Show students the cover WITHOUT the title.
Ask students what they think the book might be about. (F16, F25)
Provide sufficient wait time to ensure ELs have had enough time to understand and generate a response (F18)
On page 2, show how you would make a prediction by thinking aloud:
“I think _______ might happen next because of _______, ________, and ________ that I see in the picture.”
Continue reading and directing students to look at visual elements. In a whole class discussion, have students share out inferences using visual evidence.
On the last page, have students complete a “Think-Ink-Pair-Share” (in his/her Reading Notebook) about what they believe will happen next using the picture. (F11, F16, F25, F6, F24)
ELs discuss in small groups in L1 (if other ELs speak L!) (F17)
Provide sufficient wait time to ensure ELs have had enough time to understand and generate a response (F18)
Assessment (F21, F23)
10 minutes
Give each student a copy of the “Picture Detective” worksheet (F4)
Walkthrough and review the Key Vocabulary Terms noted at the top of the worksheet. (F27)
Read aloud the poem (included on the worksheet), At the Zoo. Students may read the poem independently if they wish. (F6, F24)
Have students predict what they think will happen next without a picture (Questions #1-#2). (F25)
Provide sufficient wait time to ensure ELs have had enough time to understand and generate a response (F18)
Provide feedback using the following prompts: “I like that inference!,” “What an interesting prediction!,” “I love how your evidence supported your inference!”, etc. (F29)
Next, show students the “Visual Element.”
Have them answer Questions #3 and #4. (F15, F25)
Discuss the worksheet as a group. (F16, F25, F28)
Provide sufficient wait time to ensure ELs have had enough time to understand and generate a response (F18)
MPI Strand(s): Scaffolding/Differentiation (F5, F6, F14, F22, F24)
Domain: Speaking
Language Objective: Students will be able to orally participate in whole-class discussions about drawing inferences from images in a text.
Level One
Students will be able to use “Word Maps” and “Word Wall” (F20) to guide their ability to make oral predictions; ELs may use pictures and choice questions (provided in a packet) to select what happens next and recite the word to his/her group (F4).
Students may also describe his/her prediction in L1, using evidence from the text, with other ELLs if the environment allows for such collaboration. (F17, F19)
Level Two
Students will be able to describe the image, from The Way I Feel text, orally to a group using short sentences/phrases. Using their oral description, ELs may use pictures and choice questions to select what may happen next.
Students may also describe his/her prediction in L1, using evidence from the text, with other ELLs if the environment allows for such collaboration. (F19)
Level Three
Students will be able to orally make predictions, using images from The Way I Feel text, in small group and whole-class discussions.
Level Four
Students will be able to orally make predictions, using images for The Way I Feel text, and support with visual evidence in small group and whole-class discussions.
Level Five
Students will be able to justify predictions, using visual evidence from The Way I Feel text, in small group and whole-class discussions.
Level 6: Reaching
Domain: Writing
Language Objective: Students will be able to record “evidence” that influences inferences on the “Picture Dectective” worksheet using short sentences/phrases.
Level One
Students will be able to record predictions, during the “Think-Ink-Pair-Share” activity, by using an “Emotions Pictures + Word Bank” and recording the word that describes his/her prediction in his/her Reading Notebook (F4).
Students will be able to answer oral questions (Questions #1-4 read by the teacher to the whole class) and answer with single words on the “Picture Detective Worksheet” using a provided word bank.
Level Two
Students will be able to complete/produce sentences, using the “Word Map,” classroom “Word Wall,” or included word bank, to complete the “Think-Ink-Pair-Share” and “Picture Detective Worksheet.”
Level Three
Students will be able to string related sentences together to create predictions and support predictions with visual evidence to complete the “Think-Ink-Pair-Share” and “Picture Detective Worksheet.”
Level Four
Students will be able to string related sentences together to create predictions and support predictions with visual evidence to complete the “Think-Ink-Pair-Share” and “Picture Detective Worksheet.”
Level Five
Students will be able to create extended responses to generate predictions (supported by evidence)-- using connections and personal experiences and relating them to new content– to complete the “Think-Ink-Pair-Share” and “Picture Detective Worksheet.”
Level 6: Reaching
Domain: Listening
Language Objective: Students will be able to attentively listen to classmates’ responses during whole-group and small-group discussions.
Level One
Students will be able to follow one-step oral directions to participate in whole-group and small-group discussions.
Level Two
Students will be able to evaluate oral information as he/she attentively listens to classmates’ responses during whole-group and small-group discussions.
Level Three
Students will be able to follow multi-step oral directions to actively partipcatice in whole-group and small-group discussions.
Level Four
Students will be abel to interpret oral information and apply it to new situations during whole-group and small-group discussions.
Level Five
Students will be able to carry out oral instructions ocntaining grade-level, content-based language during whole-group and small-group discussions.
Level 6: Reaching
Domain: Reading (OPTIONAL)
Language Objective: Students will be able to read a grade-level poem, At the Zoo, in order to evaluate the effectiveness of an illustration.
Level One
Students will be able to match icons and visuals to words or concepts within the grade level poem At the Zoo in order to evaluate the effectiveness of the corresponding illustration.
Level Two
Students will be able to identify messages and meaning through the use of illustrated text within the grade level poem At the Zoo in order to evaluate the effectiveness of the corresponding illustration.
Level Three
Students will be able to use context clues and illustrations to determine
meaning of words/phrases within the grade level poem At the Zoo in order to evaluate the effectiveness of the corresponding illustration.
Level Four
Students will be able to find details that support main ideas of a text within the grade level poem At the Zoo in order to evaluate the effectiveness of the corresponding illustration.
Level Five
Students will be able to Answer analytical questions about the grade level poem At the Zoo and use the corresponding illustrations to determine the effectiveness of the illustrations in support of the text.
Level 6: Reaching