Unit Plan 23 (PreK Library): What Do You Notice? What Do You Think?

Focus: Help PreK children build simple oral thinking routines by looking closely at books, illustrations, photographs, objects, and visual details. Children practice saying what they notice, sharing what they think is happening, connecting ideas to picture clues, and participating in group responses to stories and discussions.

Grade Level: PreK

Subject Area: Library (Visual Thinking • Oral Response • Picture-Based Comprehension)

Total Unit Duration: 1–3 weeks, 20–30 minutes per session

I. Introduction

This PreK library unit helps children slow down and think carefully about pictures, books, and visual information. During read-alouds, picture walks, and photo discussions, the librarian prompts children with simple questions such as “What do you notice?” “What do you think is happening?” and “What makes you think that?” Children are not expected to provide complex evidence, but they can begin connecting their ideas to what they see in the picture.

The unit supports early comprehension, oral language, visual literacy, and group discussion. Children may point to a detail, name something they see, act out what they think is happening, or share a simple idea with the group. The goal is to help children understand that their observations matter and that pictures can give clues that help readers think.

Essential Questions

• What do I notice in a book, picture, or photograph?
• What do I think is happening?
• What picture clues help me share my idea?
• How can I participate in group responses and discussions?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Show curiosity by asking questions, wondering, and noticing details in books, pictures, and library activities.
2. Share observations and ideas about books, topics, and objects introduced in library lessons.
3. Participate in group responses to stories, songs, and discussions.
4. Use simple oral thinking stems such as “I notice…”, “I think…”, and “I see…” with adult support.
5. Connect a thought or prediction to a visible picture clue in a developmentally appropriate way.
6. (Optional Sessions) Strengthen visual thinking through repeated picture walks, photograph talks, group discussions, movement responses, and simple sharing routines.

Standards Alignment — PreK (AASL-based Custom)

• L:S1.PKa — Show curiosity by asking questions, wondering, and noticing details in books, pictures, and library activities.
  • Example: A child asks, “Why is the bear sleeping?” during a read-aloud.
• L:S1.PKc — Share observations and ideas about books, topics, and objects introduced in library lessons.
  • Example: A child points out something they noticed in an illustration and explains it to the class.
• L:S3.PKc — Participate in group responses to stories, songs, and discussions.
  • Example: Children join in a class retelling of a familiar story.

Success Criteria — Student Language

• I can look closely at a picture.
• I can say or show what I notice.
• I can share what I think is happening.
• I can point to a picture clue.
• I can listen when classmates share ideas.
• I can join a group response or discussion.