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Teaching Reading: Mini Lesson Format (Calkins, 2001)

Targeted Literacy Strategy or Skill: Visualizing with wordless picture books
Grade level: 1st
Objective: The student will be able to tell and figure out the story by filling in missing information with
what they already know.
Common Core State Standard/ PASS Standard: 6.3c drawing visual images to represent what the book
information is portraying
Prior knowledge: (What students already know) they know how to look at an illustration and explain
what is happening.

Observations/Rationale: (Before Lesson) What did you notice in your students work that let you
know this lesson was necessary? (This will be an approximation this semester.) they were not able to
visualize what was happening in pictures that were not drawn so they assumed nothing happened.

Materials Needed
Lesson from (Name your source including page number) Visualizing with wordless picture books pg.
133
Mentor Text: Good dog, Carl by Alexandra Day
Materials: pencil, paper, mentor text
Student Groups (whole/small group/partners): whole, individual
Mini Lesson Format:
Connect (AKA~ Anticipatory Set, Engagement/Pre-reading):
We have just learned recently how to look at an illustration and explain what we think is
happening within that image. When we are reading picture books, not everything that could
happen in the story is actually illustrated and shown in the book. That does not mean that nothing
happened within that time frame. What I want us to understand is that there are a million
possibilities of what could happen in between two pictures shown. This is why we use our schema,
which is our background knowledge, to make assumptions of what could happen that lead one
image to another image.

Teach (Model/Explain)
To represent what I want you to do, I am going to take two pictures from the book. I need to think
about what happened in the first picture that lead to the illustrator drawing the second picture. On
my piece of paper, I am going to draw a prediction of what might have happened and underneath
my picture I am going to write what my picture is trying to portray.

Active Engagement (AKA~ Check for Understanding: students try it out, teacher observes):
Now, I want you all to try this. I have picked two pictures within our story about carl the dog. I
want you to draw a picture that you think would fit well in between these two pictures that
explains what happened that lead one picture to the other.

Link (AKA~ Closing the Lesson [with accountability for the skill/process])
We have learned that not all books are going to have words. In picture books, the story is told only
through illustrations. However, not everything that could have happened in the story is drawn. We
need to use what we know to visualize what could have also happened in the story that was not
visually mentioned or seen within the story.