Reading Through Pictures

Day 1 — Made out of Sand

Whāinga paetae (achievement objectives)

• Use the title, pictures and words to build meaning.
• Notice and ask about unfamiliar vocabulary.
• Give a reason for an idea using the text.

Whāinga ako (learning intention/outcomes)

We are learning to predict, explain word meanings and answer questions about a text.

Success criteria

• I can make a prediction and say why.
• I can use pictures and nearby words to work out a word.
• I can answer using an idea from the book.

Resources

• Sunshine Book: Made out of Sand
• the prediction and vocabulary slides
• the reading response sheet

Vocabulary

sand, made, material, shape, smooth

Lesson sequence

1. 0–3 min · Notice. Open the prediction and vocabulary slides and the book’s title and opening pictures. Students name what they notice.
2. 3–6 min · Predict. Invite one prediction: “What might this book teach us?” Students turn and talk, giving one reason from the title or pictures.
3. 6–9 min · Read. Read selected pages aloud together. Students listen for information that matches or changes their prediction.
4. 9–12 min · Words. Pause at 2–3 unfamiliar words. Use pictures, surrounding words and prior knowledge to infer meanings.
5. 12–15 min · Ask. Ask literal and inferential questions, such as “What is shown?” and “How do you know it is made from sand?” Students point to a picture or words.
6. 15–18 min · Revisit. Students compare their prediction with the selected pages and explain whether it was supported.
7. 18–20 min · Recap. Students complete the reading response sheet with a drawing or sentence. Observe vocabulary reasoning and text-based answers.

Differentiation

• Support with oral sentence frames: “I predict ___ because ___”; “I think ___ means ___.”
• Allow students to point, draw or answer with a partner.
• Extend by asking students to give two pieces of evidence.

Day 2 — On the Ground

Whāinga paetae (achievement objectives)

• Connect visual features and words to comprehension.
• Use context and syntax to infer word meanings.
• Ask questions about unfamiliar vocabulary.

Whāinga ako (learning intention/outcomes)

We are learning to use clues in a text to understand and explain ideas.

Success criteria

• I can use a picture and words together.
• I can ask about a word I do not know.
• I can explain my answer with a text clue.

Resources

• Sunshine Book: On the Ground
• the visual-clue and question slides
• the reading response sheet

Vocabulary

ground, beneath, above, surface, creature

Lesson sequence

1. 0–3 min · Preview. Show the title and opening pictures using the visual-clue and question slides. Students identify what is on, near or under the ground.
2. 3–6 min · Predict. Students predict what may be found or happen, then give a reason from a picture or word.
3. 6–9 min · Read. Read selected pages aloud. Invite students to track the words and inspect the illustrations.
4. 9–12 min · Word detectives. Pause at 2–3 unfamiliar words. Model: “What sounds right in this sentence? What does the picture show?”
5. 12–15 min · Question. Students ask one question about an unfamiliar word. Ask, “What does the text tell us?” and “What can we work out?”
6. 15–18 min · Evidence talk. Pairs choose a page clue and explain how it supports or changes their prediction.
7. 18–20 min · Recap. Students complete the reading response sheet. Observe whether answers use both visual and written clues.

Differentiation

• Rehearse vocabulary orally with gestures and labelled pictures.
• Provide either/or choices before open questions.
• Extend by asking students to explain which clue was most useful.

Day 3 — Water

Whāinga paetae (achievement objectives)

• Make and revisit predictions.
• Determine word meanings from context and sentence structure.
• Give reasons from the text.

Whāinga ako (learning intention/outcomes)

We are learning to notice how words and pictures help us understand information.

Success criteria

• I can predict from the title and pictures.
• I can explain an unfamiliar word using a sentence clue.
• I can answer “how” or “why” with a reason.

Resources

• Sunshine Book: Water
• the water prediction and vocabulary slides
• the reading response sheet

Vocabulary

water, wet, liquid, flow, thirsty

Lesson sequence

1. 0–3 min · Preview. Open the water prediction and vocabulary slides and the book. Students share what the title and opening pictures suggest.
2. 3–6 min · Predict. Students make one prediction and explain it to a partner.
3. 6–9 min · Read. Read selected pages aloud together, pausing briefly for students to notice repeated or important words.
4. 9–12 min · Infer meaning. Explore 2–3 unfamiliar words using the sentence, picture and what students already know.
5. 12–15 min · Comprehend. Ask, “What is the water doing?” and “Why might water be important here?” Students give text-based reasons.
6. 15–18 min · Revisit. Students show thumbs up, sideways or down for their prediction and explain the choice.
7. 18–20 min · Recap. Complete the reading response sheet orally or in writing. Note use of context and syntax.

Differentiation

• Read key sentences again and offer picture-supported word choices.
• Accept dictated responses or drawings.
• Extend by asking students to link two ideas from different selected pages.

Day 4 — We Come Down

Whāinga paetae (achievement objectives)

• Use title, pictures and words to predict.
• Ask and answer questions about unfamiliar vocabulary.
• Support an inference with evidence.

Whāinga ako (learning intention/outcomes)

We are learning to explain what we think and show which clues helped us.

Success criteria

• I can ask about a word I do not understand.
• I can use more than one clue.
• I can say, “I think ___ because the text shows ___.”

Resources

• Sunshine Book: We Come Down
• the prediction, questioning and recap slides
• the evidence response sheet

Vocabulary

come, down, land, return, movement

Lesson sequence

1. 0–3 min · Preview. Show the title and opening pictures with the prediction, questioning and recap slides. Students notice the action suggested by “come down”.
2. 3–6 min · Predict. Students predict who or what may come down and give a picture- or word-based reason.
3. 6–9 min · Read. Read selected pages aloud together. Students listen for clues about movement or place.
4. 9–12 min · Ask about words. Pause at 2–3 unfamiliar words. Students ask questions; model checking the sentence and picture before answering.
5. 12–15 min · Infer. Ask one literal and one inferential question. Students answer using “because”.
6. 15–18 min · Independent thinking. Students complete one response on the evidence response sheet, then share with a partner.
7. 18–20 min · Recap. Revisit the prediction and invite two students to share evidence. Observe growing independence.

Differentiation

• Scribe students’ oral responses and provide sentence starters.
• Pair students strategically for shared reading.
• Extend by asking students to identify the strongest clue and justify their choice.

Day 5 — Bubbles

Whāinga paetae (achievement objectives)

• Integrate pictures, words and prior knowledge to comprehend.
• Work out unfamiliar vocabulary in context.
• Explain answers and revisit predictions independently.

Whāinga ako (learning intention/outcomes)

We are learning to use several clues to understand and discuss a text.

Success criteria

• I can make a prediction with a reason.
• I can explain a new word using clues.
• I can answer and support my thinking from the book.

Resources

• Sunshine Book: Bubbles
• the independent prediction and reflection slides
• the final reading response sheet

Vocabulary

bubbles, float, pop, round, light

Lesson sequence

1. 0–3 min · Preview. Open the independent prediction and reflection slides and the title and opening pictures. Students make a quiet prediction.
2. 3–6 min · Explain. Students tell a partner their prediction and reason, using the title, picture or a word.
3. 6–9 min · Read. Read selected pages aloud together. Invite students to notice details that help them understand the text.
4. 9–12 min · Word work. Students identify 2–3 unfamiliar words or phrases. Together, use pictures, syntax and prior knowledge to infer meanings.
5. 12–15 min · Question. Students ask one vocabulary question. Ask a literal and inferential question, requiring a reason from the text.
6. 15–18 min · Revisit independently. Students complete the final reading response sheet: prediction, new word and evidence.
7. 18–20 min · Recap. Students share one strategy they used this week. Assess whether they can explain meaning and evidence with reduced prompting.

Differentiation

• Conference with students who need oral rehearsal, repeated reading or picture choices.
• Accept drawing plus dictated explanation.
• Extend by asking students to compare a clue from Bubbles with a clue from an earlier book.