Look, Listen, Notice

Overview

In this first lesson of the five-part “All About Me at School” unit, students practice carpet and listening routines through a picture walk and interactive read-aloud about starting school. They identify characters, actions, settings, and important illustration details, then draw and orally explain one detail.

Learning intentions

Students will be able to:

• Listen and respond to questions about a story.
• Identify who is pictured, what people are doing, and where events occur.
• Describe how an illustration shows a moment in the story.
• Participate in turn-and-talks and whole-group conversations.
• Follow one-step directions and use complete oral sentences when possible.

Success criteria

• I can listen to a story and answer a who, what, or where question.
• I can name a character, action, or setting.
• I can point to and describe one picture detail.
• I can follow one-step directions.
• I can draw one important detail and tell about it.

Curriculum links

• Reading literature — ask and answer questions about key details in a text.
• Reading literature — identify characters, settings, and major events.
• Reading literature — describe how illustrations connect to the story.
• Speaking and listening — participate in collaborative conversations with peers and adults.
• Language — use standard English grammar and usage when speaking.

Lesson structure (45 minutes)

1. 0–5 min · Carpet routine and hook. Teacher welcomes students to the carpet, displays the opening picture of children arriving at school, and explicitly models “sit safely, look at the speaker, listen, and keep hands to self.” Students practice the routine, then silently notice one thing in the picture and show a quiet thumbs-up when ready.

2. 5–10 min · Picture walk. Teacher previews the cover and several illustrations from a familiar picture book about starting school without reading the words, using the picture-walk prompts to ask, “Who do you see?” “What are they doing?” and “Where are they?” Students point, gesture, or turn and talk with a partner before sharing an answer.

3. 10–22 min · Interactive read-aloud. Teacher reads the story aloud, pausing to revisit key illustrations and model thinking: “I see a teacher. The teacher is welcoming the children. This happens in a classroom.” Students listen, respond with gestures when prompted, and answer who, what, and where questions using the frame “I see ___” or “The ___ is ___.”

4. 22–29 min · Illustration-detail hunt. Teacher displays the enlarged illustration-detail hunt and asks students to find a specific detail, such as a backpack, a book, a friend, or a classroom object. Students first look quietly, then point to the detail, tell a partner what they found, and explain how it connects to the story. Remind students that illustrations give clues about what is happening.

5. 29–34 min · One-step direction practice. Teacher gives and models one direction at a time using the routine practice slide, such as “Touch your head,” “Point to the teacher,” or “Show me a quiet listening pose.” Students follow each direction, then practice listening for the important action word. Praise specific behaviors: “You looked at me and followed the direction the first time.”

6. 34–42 min · Draw and explain. Teacher distributes the important picture detail page and models drawing one story detail in the box, then rehearses an oral explanation: “I drew ___. It is in the ___.” Students draw one important character, action, setting, or object from the story. They tell a partner about the drawing, then a few volunteers share with the class; students may point or use the teacher’s sentence frame.

7. 42–45 min · Review and exit response. Teacher revisits the success-criteria review slide, asks students to show one finger for a detail they noticed and two fingers for a routine they practiced, and invites two students to answer a final who/what/where question. Students place their worksheet in the collection spot and demonstrate a quiet listening pose before transitioning.

Resources

• Picture book about starting school with clear illustrations
• the Look, Listen, and Notice teaching deck
• the important picture detail page
• Document camera or interactive display
• Carpet area with clearly marked seating spots
• Visual behavior cues for listening, sitting, looking, and hands to self
• Pencils, crayons, or washable markers
• Teacher observation checklist

Assessment

• During the picture walk and read-aloud, note whether each student answers a who, what, or where question by speaking, pointing, gesturing, or selecting from choices.
• Listen for participation in turn-and-talks and observe whether students follow one-step directions and use the listening routine.
• Review the drawing and oral explanation for a recognizable story detail and a connection to a character, action, setting, or object.

Differentiation

• Provide visual behavior cues, a predictable carpet spot, proximity to the teacher, and a visual signal for “my turn/listen” and “your turn/talk.”
• Repeat questions, offer two choices, emphasize key words with gestures, and reread or revisit illustrations as needed.
• Accept pointing, acting, drawing, home-language responses, or oral responses; pair students with supportive peers and invite families’ home languages when helpful.
• Use sentence frames such as “I see ___,” “The ___ is ___,” and “It is in the ___.” Scribe a student’s words or let the student dictate if writing is not yet developed.
• For students ready for more, ask them to explain how a picture detail shows what happened or to add a second related detail to the drawing.