What Do You See?
As students continue to read the use of pictures along wit text starts to diminish. It is important hat students begin to see the ideas that they are reading start to take shape in their mind. In your mind you are able to create a picture better than anything that can be drawn.
A copy of Hatchet by Paulsen, Gary per
1) Does everybody remember how to read silently? It is very important for us to read silently. Because when we read silently everybody else around us is able to concentrate on what they are reading.
2) When you read, do you ever see a picture inside your head? When I read my mind is like a television. I can see the story inside my head. I want us to practice this. I am going to read a part of the story, and I want you to close your eyes and listen to the first chapter of Hatchet. What did you see as I was reading the story to you?
3) When you read a book without any pictures, this is an important step. It helps you to remember what you have just read. It also makes the book a lot more interesting. If you need to close your eyes to visualize the story, you can take a couple seconds every few paragraphs to close your eyes and visualize what you have just read.
4) Pass out a copy of the book to the students. Book talk: This is an exciting book with a lot of adventure. A young boy’s plain crashes in the middle of the wilderness and he is forced to find ways to survive. I wonder if he will be able to find his way back to civilization?
5) Now, it is time to read silently. Have the students read the second chapter.
6) Pass out copy paper and colored pencils. Now that you have read the first chapter. I want you to pick out your favorite part. Can you show me what you saw when you read this part. I want you to draw me a picture using the colored pencils of your favorite part of chapter.
7) Pass out writing journals. Now that you have drawn a picture, I want you to write a descriptive paragraph about what you saw in your head. Here is the paragraph that I wrote describing my picture.
Teacher should look at
students picture and read their
paragraph. The teacher should be able to
tell that their pictures came from a part of the chapter. The
student should be able to make and
illustration and describe what they are reading.
1) Williams, Andrea. “Picture It!1)” http://www.auburn.edu/rdggenie/connect/williamsrl.html2) Paulsen, Gary. (1987). Hatchet. Simon Pulse. Ne