Reading to Learn
point or goal of teaching a child to read is to gain knowledge or
information. In this lesson the
objective is to teach a child to comprehend a text by using the
strategy of visualization. It is important
because by using this
strategy it allows a person to zone in and picture the main point of
the text. And by doing so a person will
the information is disclosing. In this
lesson I will show how to use visualization by modeling the strategy
text and then scaffolding the students as they practice visualizing.
- The book: Narnia: The Lion, the Witch, and the Wardrobe,
- Overhead sheet with the paragraph from Narnia (page 57)
- Overhead transparency with paragraph from Narnia (page 64)
- Handout with paragraph from Narnia (page 64) (one for each
pair of students)
- Handout with paragraph from Narnia (page 119-120) (one for
- Crayons/ Markers
- Ask the students if they know what the point to reading
is? (To learn.) Also,
ask the students if they know any
strategies to help them remember what a story is about?
(Possible answers may include rereading,
mapping a web, drawing a picture, and visualizing.) Then ask the students if they know what it
means to visualize?
- Explain to the students: I am going to teach you the
strategy of visualization. This strategy
helps us to find the most important part of a book, story, or even
paragraph. To visualize means to create
your own image
of a story in your mind. We will also be
using other strategies we have already learned; such as rereading. When we read a paragraph it is a good idea to
reread it if it didn’t quite make sense just in case we missed some
that may have been important. After we
have read a text a couple of times we will practice creating a picture
minds. This strategy is helpful to
remember what a book was about or to understand what a sentence is
- Okay, now I am going to give you an example of visualizing. I am going to read aloud a paragraph from the
book Narnia: The Lion, the Witch, and the Wardrobe.
Then I will show you how to create a picture
in your mind by using key words. Here is
the paragraph from page 57:
- The door had been wrenched off its
hinges and broken to bits. Inside, the
cave was dark and cold and had the damp feel and smell of a place that
been lived in for several days. Snow had
drifted in from the doorway and was heaped on the floor, mixed with
black, which turned out to be the charred sticks and ashes from the
fire. Someone had apparently flung it
room and then stamped it out. The
crockery lay smashed on the floor and the picture of the Faun’s father
slashed into shreds with a knife.
- Okay, now I will read it for the second time thinking to
myself what is the story wanting me to know.
(Read it aloud again.) The main
things that jumped out at me that helped me to see a clearer picture of
"break-in" were: “The door had been wrenched off”; “had the damp feel
and smell of
a place that had not been lived in for several days”; “Snow had drifted
the doorway”. All of these phrases help
me to get a mental picture of what the story is telling us happened.
- Now you and a partner will read another paragraph from
Narnia. You will read it a second time
and draw a picture of what you saw in your head. Then
share your picture with your partner
after you are finished. Afterwards we
will come together and go over it as a group.
(Allow some students to discuss their pictures they came up
with.) Here is the paragraph from page 64:
- They all saw it this time, a
whiskered furry face which had looked out at them from behind a tree. But this time it didn’t immediately draw
back. Instead, the animal put its paw
against its mouth just as humans put their finger on their lips when
signaling to you to be quiet. Then it
disappeared again. The children all
stood holding their breath.
- For the Assessment: Have the
students read one more paragraph from Narnia.
(Printed out on a piece of paper for them.)
This time have the students read it
individually. After they are done
rereading it have them draw another picture and write sentences
their picture. Here is the paragraph
from page 119-120:
- The dwarf obeyed, and in a few
minutes Edmund found himself being forced to walk as fast as he could
hands tied behind him. He kept on
slipping in the slush and mud and wet grass, and every time he slipped
dwarf gave him a curse and sometimes a flick with the whip. The Witch walked behind the dwarf and kept on
saying, “Faster! Faster!”
Lewis, C. S.
(1978.) The Chronicles of
Narnia: The Lion, the Witch, and the Wardrobe. New
York, NY: Scholastic Inc.
(2007.) Do You See What I See?
to the Encounters