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
- Students will identify all known vocabulary for the initial picture provided.
This will be taught in a group setting and children will point to and identify items they know in a picture. The teacher will label the items. If children are having trouble labeling items the teacher will model a few easy vocabulary items in the picture to get the ball rolling.
Students will participate either through independent choice or through teacher prompting. Children may talk together about what to call items, or label them on their own.
- Students will use sentences to describe a typical event.
This lesson will be taught through teacher prompting and encouraging discussion among the students. The teacher will model talking about a typical event with a different picture, and describe something that happens in the picture. The teacher will ask children questions about the picture, probing to find someone who will talk either through volunteering or direct teacher questioning.
Students will tell their own stories or add onto other stories and will talk together about experiences they have had with others.
- Students will use sentences to explain who is at a typical event.
The teacher will ask questions about things that the children talked about in the previous lesson, and try to get the children to expand upon their stories, or retell them. The teacher will question for more details or a general description and specifically who was at the event.
Students will practice through using the language to tell stories and to add onto one another stories. Students will listen and ask questions of the other students.
- Students will use sentences to describe activities they normally engage in.
The teacher will ask questions about activities that children do, as they relate to the picture. The children will talk about what they normally do. The teacher will question for similar experiences and attempt for the children to explain a new typical activity.
Students will practice through using the language to talk about the activities and hopefully related experiences. Students will listen and ask questions of the other students. Students will participate either through independent choice or through teacher prompting. Children may talk together about experiences they have had together.
- Students will use sentences to explain games that they play.
The teacher will ask questions about a game and try to get the children to explain the rules of games that they play in relation to the picture. If needed the teacher will explain the rules of a known game to the students to model what is expected.
Students will practice through using the language to talk about the rules and hopefully disagree about how different games are played. Students will listen and ask questions of the other students. Students will participate either through independent choice or through teacher prompting.
- Students will provide additional vocabulary in a group setting.
The teacher will question for deeper and more advanced vocabulary in reference to the picture. The teacher will model two or three words to show what is expected of the students. Through volunteering or direct questioning the students will point out higher vocabulary items or actions in the picture.
Students will practice through using the language and learn from listening to other students. They will interact and discuss what different items are called. The students will participate through independent choice or direct teacher questioning.
- Students will listen to other’s ideas about different topics
The teacher will try to start a discussion about something in the picture that the children disagree on by pointing out that different children have different ideas. The teacher will tell the children that someone else has a different idea and try to get the children to talk about their ideas and the other children to listen to what is being said.
The children will practice by listening to the teacher and the other student. They will talk about their listening with another student and also listen in a group setting. The students will participate either through listening to someone disagree or agree with them or to other students talking about agreements.
- Students will respond to other’s ideas about different topics
In relation to the previous lesson the teacher will bring up a disagreement and try to get the children to respond to the other children’s ideas. The teacher should model respectful disagreement or agreement and being polite about sharing ideas. The teacher will encourage the children not to just listen to the other students but to respond as well.
The children will practice by joining in the conversation with their own ideas and how they are different from the ideas being presented, or how they are similar. The children will practice through independent use of the language and also together through conversation.
- Students will incorporate other’s ideas into their own.
The teacher will model incorporating someone’s ideas into their own on a different topic with a different picture. The teacher will then bring up agreements and disagreements from previous discussions and try to get the children to incorporate the thinking of others into their ideas.
The children will practice through the combination of other’s ideas with their own. They will talk either independently with another student or the teacher but use the language on their own. The children will listen and participate through group interactions, adding onto other’s ideas as the conversation progresses.
- Students will place items on a physical map to show thinking.
The teacher will provide a map of the area of general discussion. The children will help label different areas on the map with teacher guidance. The teacher will then model, based on a previous discussion where something is (“We all agree that X is here, in the Y”). The teacher will then bring up different items that need to be placed on the map. The children will come to an agreement about where these things are on the map.
The children will practice by talking together about where things go on the map. The children will listen independently and talk without assistance. The children will talk together and come to an agreement through the common use of the language. The children will participate through conversation or direct teacher questioning.
- Students will use vocabulary in sentences to discuss the topic
- Students will incorporate new vocabulary into discussion
- Students will describe new ideas using known vocabulary
- Students will use physical media to express ideas
- Students will use sentences to describe physical media and ideas
- Students will ask questions of other students about physical media and ideas
- Students will answer questions about thinking and representations.
- Students will create hypotheses about the topic and use sentences to explain hypotheses
- Students will listen and ask questions about other’s hypotheses
- Students will engage in conversation with others about a known topic
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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