Picture Meaning Makers

Overview

Students explore how pictures communicate meaning and how images can be placed in a sequence to show an action or idea. Through movement, choice-making and shared construction, they create simple picture sentences using an animal and an action.

Learning intentions

• WALT choose a picture that answers a question.
• WALT explain what a picture shows.
• WALT put pictures together to communicate an idea.
• WALT share one thing we learned using picture prompts.

Success criteria

• I can choose a picture that matches a question.
• I can name an animal and an action.
• I can put an animal and action picture together.
• I can share my learning using the sentence frame “I learned …”.

Curriculum links

• English: compare how images in different types of texts contribute to meaning.
• English: understand that images add to or multiply the meanings of a text.
• English: identify how images extend the meaning of a text.
• English: explain how the sequence of images in print, digital and film texts affects meaning.

Lesson structure (30 minutes)

1. 0–4 min · Welcome and visual hook. Teacher opens the picture-choice introduction and shows a large image of several animals, saying, “Pictures can tell us something. Show me the picture of something that swims.” Students look, point to, touch or name the matching picture; accept spoken, signed, eye-gaze or AAC responses.

2. 4–9 min · Picture meaning. Teacher displays one animal image and one action image from the animal-and-action teaching slides, modelling: “This is a bat. The bat flies,” while pointing to each image. Students echo, sign, select or act out animal and action words; briefly discuss how the picture helps us know what is happening.

3. 9–17 min · Choose and match. Teacher places three to five clear animal pictures and three to five action pictures on the table, then asks questions such as “Show me something that flies”, “Which animal jumps?” and “Which picture shows running?” Students take turns choosing a picture and placing it on the matching space on the animal-and-action picture sentence sheet. Teacher repeats and expands responses, for example, “Yes, the frog jumps.”

4. 17–24 min · Build a picture sentence. Teacher models choosing an animal and an action, placing them left to right, and reading the sequence: “The cat sleeps.” Students create one or two animal-plus-action picture sentences with teacher support. Each student points along the sequence while the group reads or acts it together; rearrange one pair to show that changing the order can change the meaning.

5. 24–28 min · Share learning. Teacher returns to the picture-sharing prompts and invites each student to complete “I learned …” using a picture prompt, such as “I learned bat flies” or “I learned that a bat flies.” Students share by speaking, pointing, signing, using AAC or selecting the two relevant pictures; peers respond with a quiet clap, thumbs-up or agreed class signal.

6. 28–30 min · Review and exit check. Teacher shows two picture pairs on the review and exit slides and asks, “Which one shows the animal doing the action?” Students independently select, point to or indicate the correct pair, then choose their favourite picture sentence before packing away.

Resources

• the picture-choice and sequencing slide deck
• the animal-and-action picture sentence sheet
• Large, high-contrast animal photographs or illustrations
• Separate animal and action picture cards
• Velcro, magnets or reusable adhesive
• AAC devices, communication boards or choice cards
• Open space for acting out actions
• Thick crayons or markers
• Visual timer and first–then board

Assessment

• Observe whether each student selects an image that matches a spoken or visual question. Record responses as independent, prompted or not yet demonstrated.
• Listen for or observe students identifying an animal and action, and check whether they place the images in a meaningful left-to-right sequence.
• During the final check, note each student’s preferred communication mode and whether they can share an image-based learning statement.

Differentiation

• Use only two choices at first, then increase choices for students who are ready. Present one instruction at a time with a visual “look–choose–place” sequence.
• Accept pointing, eye gaze, signing, gesture, vocalisation, AAC and spoken language as equally valid responses. Allow extra processing time and avoid requiring eye contact or verbal repetition.
• Provide dyslexia-friendly options: uncluttered pages, large clear images, a simple sans-serif font, strong contrast, minimal text and no requirement to read aloud. An adult can read all prompts.
• Offer sensory regulation choices, including a quiet workspace, movement breaks, reduced visual choices and a predictable turn-taking routine.

Extension

• Invite advanced learners to create a three-picture sequence: animal, action and place, then explain the meaning.
• Ask students to change the order of two pictures and describe how the new sequence changes the idea.