Visualization is crucial in reading. It is important for students to visualize what they are reading because it helps them to better understand what is happening in the story. This lesson will help students visualize what they are reading by creating mental images of the story or poem in their heads.
· Crocodile’s Toothache by Shel Silverstein (1 copy for each student
· Sarah, Plain and Tall by Patricia MacLachlan (1 book for each student)
· Drawing Paper
1. “Today we are going to learn how to visualize something while we are reading. Who can tell me what visualize means?” Allow children time to respond. “That’s right, to visualize something means to see it in your mind even though it’s really not there. I’m sure everyone has visualized something before. Let’s practice for just a minute. I want everyone to close your eyes and think about a nice, hot, summer day on the beach.” Allow time for children to visualize. “I saw the waves crashing on the shore and children playing in the sand while their mom and dad sunbathed under the beach umbrella. Raise your hands and when I call on you, tell me what you saw.” Allow time for children to respond. “Great job, what you all just did was called visualization.”
3. Give each child
a copy of the book Sarah,
Plain and Tall. “This is a new book we will be reading in
class. It is about two children, Caleb and Anna, that live with
father, Jacob on a farm. Their mother died years ago, so for many
it has just been the children and their father. Well, now their
wants to find a wife, so he puts an ad out seeking a wife. Sarah
to his ad and comes to live with the family for a short while to see
work out. We will have to read the book to find out how things
up.” Give each child a piece of drawing paper, markers, and
crayons. “Now I would like for you to read the first chapter of
and then draw a picture of what you visualized while you were
Allow time for children to read and draw pictures.
Have children come in front of class and tell about their drawings. Assess children’s drawings in that they depict what the author was trying to make the reader visualize in the first chapter and also assess children’s ability to correctly describe the picture in relation to the first chapter. Use checklist for assessment:
· Student demonstrates an ability to use the author’s words to create a mental picture and put that into a drawing.
· Student correctly describes the drawing in relation to the first chapter.
MacLachlan, Patricia. Sarah,
Roehm, Sara. Do You See What I
Silverstein, Shel. Crocodile’s