Client's Name: Monica McElveen

Title: K-2 Instructional Site Facilitator

Organization: Anderson Elementary School
Email: Monica.mcelveen@clayton.k12.ga.us
Target Audience: 1st Grade teachers and 1st grade students at Anderson Elementary
School in Clayton County, Ga. Anderson Elementary has 5, 1st grade classes. It is a
Title 1 school with more that 95% of its students have free and reduced lunch.
Client's needs: Monica wants to increase the schools 1st grade students visual literacy
through visual images. She wants to increase the students comprehension of visual
literature. This will allow the students to express their thinking and understanding of
visual text as well as build students vocabulary and comprehension.
Newly Developed Instructional Activity:
Learning Objectives: Students will ask and answer questions about key details,
make inferences, and draw conclusions based on the evidence.
CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RI.1.1
Ask and answer questions about key details in a text.
ACRL Visual Literacy Competency Standards:
Standard Three
The visually literate student interprets and analyzes the meanings of images
and visual media.
Performance indicators:
1. The visually literate student identifies information relevant to an images
meaning.
Learning Outcomes:
a. Looks carefully at an image and observes content and physical
details
b. Reads captions, metadata, and accompanying text to learn about
an image
c. Identifies the subject of an image
d. Examines the relationships of images to each other and uses
related images to inform interpretation
4. The visually literate student validates interpretation and analysis of images
through discourse with others.
Learning Outcomes
a. Participates in classroom and other discussions about images

Standard Five
The visually literate student uses images and visual media effectively.
Performance indicators:

4. The visually literate student communicates effectively with and about

images.
Learning Outcomes:
a. Writes clearly about images for different purposes (e.g.,
description, analysis, evaluation)
c. Discusses images critically with other individuals, expressing
ideas, conveying meaning, and validating arguments
Tasks
Teachers: The first grade teachers at Anderson Elementary will participate
in a professional development session teaching them how to use visual
images to generate critical thinking in their classrooms.
Students: First grade students will participate in a lesson called Picture of
the Day. Students will observe, describe, and infer about the images they
are shown. Students will describe in writing their observations and
inferences.
Process Teachers
Introduction: The K-2 Instructional Site Facilitator will begin the
professional development session with an image projected on the screen.
The teachers are given 5 minutes to observe and infer the image and
discuss with their neighbor what they observed. The K-2 Instructional Site
Facilitator will them open up a discussion about the benefits of visual
literacy in 1 st grade. The discussion will show that using visual images
promotes making inferences, observing details, and using prior knowledge.
These skills will than transfer when students are reading a text. The site
facilitator will introduce the Picture of the Day lesson.
Guided Practice: The teachers will be given a Picture of the Day Template.
The teachers will then record their observations and inferences on K-2
template. The teachers will have to write 4 observations from the image
that they say, what they can infer about the image, and why they made that
inference. As a group, the teachers and the site facilitator will complete one
template on the projector. The teachers will be asked to volunteer their
observations to help fill in the template. Then the teachers will be asked to
make an inference based on the evidence in the image.
Closing: Teachers will be given the opportunity to share their thinking on
implementing visual literacy in the classroom. The K-2 Instructional Site
Facilitator will clear up any misconceptions about visual literacy. Images
will be provided, as well as the K-2 template. The teachers are able create
their own images and change the temple to better suit the needs of their
students.
Process Students
Introduction: For the first time visual images are used in the classroom, it
will be done whole group. An image will be projected on the board. The
teacher will explain to the students that they will have to think of all the
details they see in the image. The students are asked to observe the image
for 5 minutes, without talking. Once the five minutes are up, the students
are asked to share their observations with their neighbor.

Guided Practice: The teacher will then project the observation worksheet.
The teacher will explain to the students that after they observed and
discussed the image, they will have to write down at least 4 observations
from the image and what they can infer. The teacher will have to explain
what it means to make an inference based on the image. The teacher and
students will complete the first worksheet together. Students will raise their
hands and volunteer their observations. The teacher will fill in the
worksheet. The teacher can also write down more observations on the
board so that every child can participate. Once the observation section of
the worksheet is complete, the students will be asked to make an inference
and support their inference with evidence from the image. They will
complete the sentence, I infer ______________ because ____________.
The teacher will accept more than one inference.
Closing: The teacher will review the lesson, Picture of the Day. The
teacher will review the term inference. The students will be asked to
summarize the lesson.
Evaluation
Teachers: Another professional development will be schedule for the
teachers. The teachers will be asked to bring in two student artifacts from
their visual image lessons. Teachers will be asked to share what worked
and what didnt work when using the Picture of the Day lessons.
Students: Students will begin to work on the lessons independently. They
will be evaluated on the ability to use descriptive words on their observation
worksheet and the ability to create inferences based on the image provided
and their prior knowledge. In reading, students will be asked to make
inferences based on the text to reinforce and transfer the skills from images
to text.
Major Design Decisions
I chose to use the lesson Picture of the day at Anderson Elementary
because I felt that it was easy for teachers to use and implement in the
classroom. The lessons take about 15-20 minutes. These lessons are great
for morning work. It gets the thinking about details and making inferences.
Many of the pictures are fun for the students to look at and discuss.

Description of Artifacts
Picture of the Day: This artifact shows the types of pictures that can be used for
1 st grade students when completing the picture of the day lesson. These pictures
will be projected on the board for the students to see.
Worksheet: This artifact is an example of the worksheet that can be used for the
lesson picture of the day. The worksheet will be given to students to fill in
independently after they have observed and discussed the image.
Reflection
I really enjoyed this assignment. Visual literacy is a great strategy for all students
especially ESOL and Special Education students. I have started to use Picture of the Day
with my students. It has improved their ability to comprehend an image and make
inferences. The picture of the day lessons have also increased their vocabulary. Since I
teach 4 th grade, we do not use the template. We write about the images in our writing

journals. I have found that these lessons have also helped their writing abilities. I will
definitely continue to use pictures in my classroom.