Words That Build Pictures

Overview

Lesson 2 of 5 in Skyline: City Stories. Students use context clues, illustrations, and word parts to determine the meanings of descriptive words, then apply them in speaking about a city skyline.

Learning intentions

• Students will determine the likely meaning of unfamiliar descriptive words.
• Students will use nearby clues, illustrations, and word parts to explain word meanings.
• Students will sort descriptive words by meaning or sensory category.
• Students will speak clearly, listen respectfully, and ask a follow-up question.

Success criteria

• I can use a clue from a sentence or picture to work out a word’s meaning.
• I can explain which clue helped me.
• I can sort words that have related meanings or describe similar senses.
• I can use at least three descriptive words in a complete spoken description.

Curriculum links

• IB PYP inquiry and communication: students ask questions, interpret meaning, share ideas, and reflect on learning.
• IB PYP key concepts: Perspective as students notice how words create different views of a city; Connection as they link words to images and experiences.
• Approaches to learning: communication, thinking, social skills, and self-management.
• Grade 2 English language arts: determine word meaning in context, use illustrations and word parts, participate in collaborative conversations, and describe ideas with relevant details.

Lesson structure (45 minutes)

1. 0–5 min — Revisit the skyline chart. Display the opening skyline image and review slides. Invite students to name previously learned words: skyline, landmark, neighborhood, and community. Ask: “Which words help us picture a city? What might we notice with our eyes or ears?” Add student ideas to the class chart.

2. 5–12 min — Model using context clues. Read selected sentences from the teacher-created paragraph “A Walk Through the City,” using the model context-clue slides. Model thinking aloud with towering: “The towering building reached high above the other buildings. The words ‘reached high’ and the picture help me know that towering means very tall.” Briefly identify word parts when useful, such as glow in glowing. Remind students to face the speaker and listen for the clue.

3. 12–22 min — Solve context-clue cards with a partner. Give each pair context-clue strips and picture cards for towering, crowded, peaceful, glowing, narrow, and bustling. Students discuss each word, point to the clue, and write or sketch a likely meaning on their mini whiteboards. Display partner task directions and discussion prompts. Partners use the frame: “I think ___ means ___ because the text/picture says ___.” Circulate and listen for evidence, prompting students to reread rather than simply guess.

4. 22–32 min — Sort words by meaning or sense. Pairs place the words on word-sort mats under categories they create, such as “describes size,” “describes people or movement,” “describes sound or activity,” and “describes light or feeling.” Students may place a word in more than one category if they can explain their thinking. Use the word-sort example and discussion slide to model respectful disagreement. Ask: “How are crowded and bustling alike? How are they different?”

5. 32–40 min — Describe a projected skyline. Project a city skyline using the skyline speaking prompt. Partners take turns describing what they notice using at least three target words. The listener faces the speaker, builds on the idea, and asks one follow-up question, such as “Why do you think it looks peaceful?” Provide the frame: “The ___ looks ___ because ___.” Invite two or three pairs to share.

6. 40–45 min — Draw and define exit ticket. Distribute the draw-and-define exit ticket. Each student chooses one target word, draws a quick picture showing its meaning, writes or dictates a definition, and underlines or names the clue that helped. Students who finish may use the word in a sentence. Close by asking volunteers to share one word that made their city picture clearer.

Resources

• the Skyline: City Stories teaching deck
• the draw-and-define exit ticket
• Teacher-created paragraph “A Walk Through the City”
• Picture cards for the six target words
• Context-clue strips
• Word-sort mats
• Mini whiteboards and markers
• Crayons or colored pencils
• Skyline chart and projector

Assessment

• Listen during partner work for a likely meaning, an accurate text or picture clue, and appropriate use of the word.
• Check whether students sort words using a meaningful category and explain their reasoning.
• Collect exit tickets to assess meaning, visual representation, and evidence from context.

Differentiation

• Provide a visual glossary, gestures, and a reduced set of three words for students who need support.
• Offer sentence frames: “I think ___ means ___ because ___” and “The ___ looks ___ because ___.”
• Allow students with language, reading, or writing needs to draw, dictate, point to a clue, or rehearse orally before writing.
• Challenge confident readers to compare synonyms, such as busy and bustling, and explain the shades of meaning.