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With prompting students will be able to describe the relationship between illustrations and the story in which they appear.

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Pre-reading strategy where before reading the story the teacher walks through the pictures of the story and has students predict what they believe is happening. Picture walks spark students interest, help them connect visuals images to their own experiences and activate prior knowledge. They help increase student’s comprehension of the story and can be a great way to introduce new vocabulary. Pictures walks can be beneficial for visual learners and students with hearing disabilities.

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Students will be able to explain what moment in a story an illustration depicts.

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CCSS.ELA-LITERACY.RL.K.6
With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

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Review that students know the vocabulary they were introduced to in the previous lessons.  Ex. Author and Illustrator.

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Begin by showing video that reviews the job of the author and illustrator

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Heterogeneous groups link students of varying developmental levels together, which allows higher functioning students to peer tutor and assist those that may be struggling. English language learners, special education students, and students who are shyer may feel more comfortable talking to smaller groups and can benefit from collaboration.

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Multiple means of Representation of Reading Material 

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Multiple means of Representation of Reading Material 

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-The story will be presented in multiple ways. The first being an online video book during whole group, which will not only provide photos but also audio to support ELD students and visual learners. Students with language barriers benefit from more exposure to oral language and often struggle with reading. This will ensure they are understanding the material.
- A Youtube video on authors and illustrators will be shown to the students after teacher goes over the definitions with the class.

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Students will be given the chance to show what they have learned through their illustration and sentence worksheet as well as verbally share with the class. Students will be shown an illustration and will form sentences to explain what is happening in them, forming their own story. Those who struggle with writing may feel more comfortable showing their knowledge through speaking.

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Activity: After reading the story "Pete the Cat, Pete gets a Pet" and looking over the pictures, the students will make their own story about Pete using large poster boards hung on the board. Each board will have a sentence telling a part of the story written on it. Once the story is finished students will be broken into groups and each group will draw an illustration for one of the poster boards.

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After reading a story a few times thoroughly in multiple ways students will be shown an illustration from the story and be asked what happened in that moment. This will be a verbal assessment since students in Kindergarten are still learning to write and form sentences.

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At end of the initial week students will be read a different story with the teacher and then asked to tell what happened at certain points depending on the illustration being showed. This skill will be practiced continuously when new readings are introduced.

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Each student will form a sentence talking about something their pet or stuffed animal did, which I will then write on their worksheet in highlighter. They will trace the sentence practicing their writing and then draw an illustration to alongside the sentence.