Images in Reports

Overview

Today students choose suitable images for their endangered animal reports and explain how the images help the reader understand the written text. This builds on prior work using informative text features and strong sentence meaning.

Learning intentions

• Students will identify images that match the information in their report.
• Students will explain how an image adds meaning that is not fully stated in the words.
• Students will plan where an image will go and write a short caption to connect it to the topic.
• Students will use a simple checklist to monitor their choices.

Success criteria

• I can choose an image that matches my endangered animal and report.
• I can say how the image helps (adds or multiplies) the meaning of my text.
• I can write a caption or label that connects to the words I wrote.
• I can check my work using a checklist.

Curriculum links

• AC9E2LA08: images add to or multiply the meanings of a text.
• AC9E2LY05: use comprehension strategies (such as questioning and connecting) to build literal and inferred meaning.
• AC9E2LY06: create and edit short informative texts using appropriate structure, topic vocabulary and simple sentences.

Lesson structure (30 minutes)

1. 0–5 min · Hook and model. Teacher shows two example page pairs: one with a good matching image and one with a mismatched image, then asks: “Which one helps the reader more, and why?” Students point and give one reason using sentence starters (“The picture helps because…”).

2. 5–12 min · Direct teach: “Does it match?” Teacher explains a simple rule: an image should match the animal and add information (or show action/appearance) that the words don’t fully show. Teacher models “linking” by saying the written sentence aloud and then referring to the image. Students practise orally with one small picture card: “This image adds meaning because…”

3. 12–20 min · Guided selection for reports. Teacher gives each student a set of 2–4 image options for their chosen endangered animal (printed photos/drawings) plus their draft or key sentence strips. Teacher circulates using a questioning routine: “What does your sentence say? What does the image show? Does the image add anything new?” Students choose one image and place it in their report page plan (template). They write a short label/caption (1–2 simple sentences or a noun label if needed).

4. 20–26 min · Editing and monitoring. Teacher introduces a quick checklist:

• “My picture matches my animal.”
• “My caption matches the picture.”
• “My picture adds help to my reader.” Students check their page plan and make one improvement (swap image, adjust caption, or add a connecting word like “It has…”).

5. 26–30 min · Share and exit check. Each student shares: “I chose this image because…” Teacher listens for correct matching and an explanation of added meaning. Students complete a 1-question exit ticket: circle the sentence that is true for their page (“The image helps my reader because it shows…” / “The image does not match my report.”).

Resources

• Endangered Animals Expedition report page template with space for image and caption
• Image sets (2–4 options each) for common Year 2 animals (printed)
• Sentence strips or a mini draft (1–3 key sentences per student)
• “Does it match?” checklist cards
• Highlighters or sticky notes for marking matching parts (words ↔ image)
• Scissors and glue or tape
• Timer and teacher modelling sheet (good vs mismatched example)
• Individualised support: picture-choice cards with fewer options for some students

Assessment

• Ongoing formative assessment during conferencing using “What does your sentence say, and what does the image add?”
• Checklist review at 20–26 minutes to confirm match and connection.
• Exit ticket: can they state that the image helps because it shows/adds information?

Differentiation

• For students with very low writing ability: allow labels instead of full captions (e.g., “The tiger is striped.”) or one sentence starter (“This image shows…”).
• Provide sentence starters and word banks (animal name, body parts, habitat words, action words like “lives”, “has”, “moves”, “eats”).
• Reduce cognitive load: offer only 2 image options and keep captions to 1 short line.
• For students needing extension: add a second caption sentence that links to another part of the report (“It lives in…”), or choose between two “almost correct” images and justify the better one.
• EAL support: use visuals for each sentence starter and allow pointing/recording oral answers if writing is a barrier.

Assessment adjustments (for 7 students, low ability)

• Teacher uses quicker rotations: 3 minutes of whole-group modelling, then 6 minutes of guided work, then 4 minutes of individual teacher check-ins with 1–2 students at a time.