Picture Induced Vocabulary Building Model – The Beach
Patricia St. John
Seattle Pacific University
Cim Dew
July 7, 2015
This unit is pulled from the Picture Induced Vocabulary Building Model (PIVBM) curriculum used at our school, PTL Treehouse. The unit is The Beach and focuses on building vocabulary associated with family vacations, outings, the biology of the beach, flora and fauna and any other areas of conversation that may arise during the unit. This unit is intended for English Language Learners (ELL).
The Department of Early Learning (DEL) has several benchmarks that pertain to the development of language and this unit. These correlate to the Common Core Standards (CCS) for ELL. The CCS have been modified for pre-k as pre-k do not have writing skills that match the standards, and these are not developmentally appropriate, they have been crossed out.
- Know and use several hundred words in home language. Use new words on own. (DEL)
- Make accurate use of standard English to communicate in grade appropriate speech and writing. (CCS)
- I can use different words to communicate
- I can use new words I have learned
- I can communicate in English
Big Idea: Use English to talk to other students and teachers in sentences.
Essential Question: What do you like to do at the beach? Why did you go to the beach?
- State own point of view, and likes and dislikes using words, gestures and/or pictures.(DEL)
- Construct grade appropriate oral and written claims and support them with reasoning and evidence. (CCS)
- Analyze and critique the arguments of others orally and in writing. (CCS)
- I can state my own point of view
- I can draw to support my own thinking
- I can tell why I think something
- I can tell others if I agree with them
- I can disagree with others
Big Idea: Use English to express ideas and opinions and explain thinking to peers and teachers. Use English to explain why they agree or disagree another’s idea.
Essential Question: What lives at the beach? Where on the beach does it live? Where else could it live?
- Listen to others and respond in a group discussion for a short period. Remember what was said and gain information through listening.(DEL)
- Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and(CCS)
- I can listen to my peers
- I can respond to what my peers have said
- I can answer questions that my peers ask me
- I can incorporate another’s idea into my own
Big Idea: Listen to other’s ideas and talk about theories in a respectful manner. Answer questions about thinking and theories respectfully.
Essential Question: Do you agree with another student? Why? Do you disagree with another student? Why?
There will be no pre-assessment for this unit. Before commencing this unit look at the previous unit’s post assessment and the assessments of the children that have been done most recently. Using this information and observations from the classroom determine what level of language the children should be accomplishing at the end of the unit.
End of Unit Assessment
The format for this end of unit assessment will be performance based, children should not be told that they are being assessed, but rather an informal assessment should take place, and see if the children can individually or in small groups achieve the goals stated.
| Learning target | Advanced | Goal | Progressing |
| Know and use several words in target language.
What do you like to do at the beach? Why did you go to the beach? |
All Goal criteria plus:
Tell a short story of three or more sentences about the beach. |
List 15 – 20 items that are associated with the beach. Using picture board.
Use two, five word sentences to describe going to the beach. |
Lists 14 or less items that are associated with the beach. Using picture board.
Use less than five words sentences, or less than two sentences to describe going to the beach. |
| Construct claims and support with ideas.
What lives at the beach? Where on the beach does it live? Where else could it live? |
All Goal criteria plus: additional information or words and ideas. | States theory in a 5 or more word sentence. Can support theory with 2 ideas. | Uses less than 5 words to state theory, and one or less ideas to support theory. |
| Participate in grade-appropriate oral exchanges of information, and ideas, responding to peer, questions. | All Goal criteria plus: add onto ideas or offer alternate theory with more than one sentence. | Listens to and responds to another student with a five word sentence. | Listens to other student but does not respond. |
Daily Lesson Goals for The Beach Unit
- Speakers will identify basic items on the beach. Speakers will ‘open’ the board.
- Speakers will identify in sentences who they go to the beach with.
- Speakers will use sentences to tell why they go to the beach with different people.
- Speakers will describe in sentences what they do while at the beach.
- Speakers will talk about different games that can be played at the beach in sentences.
- Speakers identify different animals at the beach.
- Speakers will discuss where different animals at the beach live; students will listen and respond to other’s ideas about where the animals live.
- Speakers will place different animals onto a picture of the beach in relationship to where their ‘homes’ are. Students must listen and respond to one another to come to an agreement.
- Speakers will debate what lives in the ocean, rivers, lakes or the beach. Students will listen and respond to one another about where the animals live.
- Speakers will list animals that you can touch at the beach and animals you cannot touch at the beach.
- Speakers will use sentences to describe what they do with different animals they find on the beach.
- Speakers will listen and talk about why there is sand at the beach, where does sand come from?
- Speakers will use sentences to describe animals that live in the sand, what do their homes look like?
- Speakers will draw and explain the homes of animals that live in the sand.
- Speakers will listen to and ask questions about the drawings of their group members.
- Speakers will discuss in sentences if anything eats seaweed (seaweed soup) other than the children. Why or why not do those things eat seaweed?
- What do people eat at the beach? Have the children discuss in sentences what gets eaten at the beach. Have the children listen to others and share where they like to eat different foods.
- Discussion: What do the animals eat (if they don’t eat seaweed)? Where does this food come from?
- Speakers will identify things that live in the ocean and talk about ones that they have actually seen in real life.
- Speakers will ‘close’ the board by adding any information that needs to be written on the board and telling any stories that didn’t fit onto the ‘board’ during the sessions.
References
Council of Chief State School Officers. (2014). English language proficiency standards. Retrieved from http://www.k12.wa.us/MigrantBilingual/pubdocs/ELP/WA-ELP-Standards-K12.pdf#K-Standards
Department of Early Learning. (2012). Washington state early learning and development guidelines birth through 3rd grade. Retrieved from http://www.del.wa.gov/publications/development/docs/guidelines.pdf
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