Unit Plan 14 (Grade 1 Library): Using Pictures and Text Features to Learn

Focus: Help Grade 1 students learn how to use pictures, labels, headings, diagrams, and other simple text features to build understanding in informational books. Students practice noticing visual and print clues, using them to answer questions or learn new facts, and sharing what a picture or feature helped them understand.

Grade Level: 1

Subject Area: Library (Information Literacy • Observation • Response/Expression)

Total Unit Duration: 1–3 weeks, 50–60 minutes per session

I. Introduction

This unit helps Grade 1 students understand that readers do not only learn from the main words in a book. In informational texts, pictures, photographs, labels, headings, diagrams, and other simple text features can also teach important ideas. The librarian models how to look closely at these features, ask questions, and use them to build understanding about a topic. Because Grade 1 students are ready for concrete visual learning, this unit uses picture-feature hunts, shared discussion, and simple responses to help students notice that books can teach through both images and print clues.

Essential Questions

• How can pictures and text features help us learn from a book?
• What can labels, headings, photographs, and diagrams show us?
• How can I use what I notice in a picture or feature to answer a question or understand more?
• How can I share what I learned from a picture or text feature?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Notice pictures, labels, headings, diagrams, and other simple text features in informational books.
2. Use read-alouds, pictures, text features, and conversation to begin finding information and building understanding.
3. Share observations, simple predictions, and connections about what they see in a book or image.
4. Explain one thing a picture, label, or feature helped them learn.
5. Use talk, drawing, building, writing, or movement to respond to ideas from informational texts.
6. (Optional Sessions) Strengthen early information-literacy habits through repeated picture-feature hunts, shared discussion, and simple response activities.

Standards Alignment — 1st Grade (AASL-based Custom)

• L:S1.1b — Use read-alouds, pictures, simple text features, and conversation to begin finding information or building understanding.
  • Example: A student uses labels and photographs in an informational book to learn about plants.
• L:S1.1c — Share observations, predictions, and simple connections to stories, topics, and prior experiences.
  • Example: A student says, “I think the character feels nervous because I felt that way on the first day of school too.”
• L:S5.1a — Use reading, talk, art, play, writing, building, or movement to explore and respond to ideas from library lessons.
  • Example: A student draws or builds a favorite scene from a story and explains it.

Success Criteria — Student Language

• I can look closely at pictures and text features in a book.
• I can use a picture, label, or heading to help me learn something.
• I can share something I noticed or learned from a book feature.
• I can make a simple prediction or connection about a topic.
• I can show my understanding by talking, drawing, building, or acting.