Teaching notes and ideas – full version
Name of resource:
EAL Nexus
I see, I think, I wonder – Little Red Riding Hood
Age group(s)
Subject(s)
8 to 11, 12 to 14
English, Art
Topic
Language Level
Thinking skills, traditional fairy tales
Beginner/Intermediate/Advanced
Description of resource
 PowerPoint
o Slide 2 – Image to annotate on board
o Slide 3 – Image to print and mount on A3 paper
o Slide 4 – An option to use instead of Slide 3
Preparation needed
You will need:
 PowerPoint
 Computer with projector (if there is no access to a computer then an image can
be blown up and hung on board)
 Three different colours of pen for each child
You will need to:
 Look at images and decide which ones you are going to use
 Print Slide 3 or Slide 4 and mount on A3 paper
Curriculum objectives
 To develop and use thinking skills
 To describe a setting
 To make careful observations of storybook images
Language/Literacy objectives
Functions
Structures
 Describing
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

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 Observing
 Asking questions
I can see a …
I can see …
There is a …
Something I would like to know is …
I think that …
I wonder why …
Why?
This project and its actions were made possible due to co-financing by the European Fund for the Integration of Third-Country Nationals
© British Council 2014
EAL Nexus
 How?
 What?
 Where?
 When?
 Who?
Vocabulary
 label, colour, annotate
 Little Red Riding Hood, wolf, hiding, woods, forest, basket, hungry, cloak,
mirror, bed
o other taught vocabulary related to topic
This resource could be used:
 as a whole class, in groups possibly as a jigsaw/carousel
 one to one or small group
Ideas for using the resource
What to do
 Give each group a copy of the chosen image. You could also give each group
a different image.
 In mixed ability collaborative groups, learners are asked to discuss what they
see. Use the timer in the PowerPoint. The timer is activated by clicking the
mouse or pressing the space bar. It will stop after five minutes.
 Next ask learners to label what they see in English and first language. They
should write in one colour, e.g. black. This image can be changed to any image
from any area of the curriculum. Use the timer in the PowerPoint. It will stop
after five minutes.
 Suggested questions to help learners’ thinking could be:
o What can you see?
o What colour is it?
o What size is it?
o What is it in your first language?
o What does it look like?
o Can you see anything we have talked about in class?
o Who is it?
This project and its actions were made possible due to co-financing by the European Fund for the Integration of Third-Country Nationals
© British Council 2014
EAL Nexus
 Learners are then asked to discuss what they think the picture is about/what do
they think is happening? Use the timer in the PowerPoint. It will stop after five
minutes. You may need to think of questions to help children with their thinking
the first time you use this thinking routine.
 In a second colour they should then label what they think the picture is
about/what they think is happening. Use the timer in the PowerPoint. It will stop
after five minutes.
 Suggested questions to help learners’ thinking could be:
o Do you think it is a picture or a painting? Why do you think this?
o Where are the people?
o What are they doing?
o Why are they doing that?
o What are they thinking?
o Why is that there?
o Who are they?
o Where are they going?
 Next ask learners to discuss what they wonder about the picture. What
questions do they have? Give examples if necessary. Use the timer in the
PowerPoint. It will stop after five minutes.
 In a third colour learners are asked to write what they wonder about the picture.
What questions do they have? Use the timer in the PowerPoint. It will stop after
five minutes.
 Suggested questions to help learners’ thinking could be:
o What do you want to find out?
o What do you think is interesting/different?
o What do you want to know?
o How did that happen?
o Is there anything unusual in this picture?
o Is there anything you would like to find out more about?
 Use ICT to collate each group’s ideas, giving all children an opportunity to
share their ideas and write on interactive whiteboard/blackboard if available in
first language.
This project and its actions were made possible due to co-financing by the European Fund for the Integration of Third-Country Nationals
© British Council 2014
EAL Nexus
Other ideas for making the best use of this resource
 Some groups may benefit from adult modelling.
 You may wish to use an image related to a new topic.
 Images may need to be enlarged depending on the size of the groups.
 You may decide to allocate each child in the group a specific colour so you can
see at a glance how much they have contributed.
 You may want to use different images and move the images around in a
carousel.
Possible extension activities
 Younger learners could write single words, older learners could be encouraged
to write full sentences.
 It is possible to use this thinking routine without any writing. It could be all
completed orally.
 An adult could record the learners’ ideas.
 You could collate ideas between each stage, e.g. after I see, after I think, after I
wonder.
 These images could be used as word banks for further writing activities.
 Similar strategies could be used for homework to encourage first language.
 You could use collaborative strategies and allocate a scribe for each group.
However, it is important to allow EAL learners the opportunity to write in first
language.
 This is ideal for cross-curricular tasks.
This project and its actions were made possible due to co-financing by the European Fund for the Integration of Third-Country Nationals
© British Council 2014