Angel Jackson
Reading To Learn
 

                                                            Seeing What You’re Reading!

Rationale: Children need to understand what they are reading. First, one must understand the text by visualizing what they are reading. This will allow students to become engaged in their reading and develop a meaning for what they are reading.

Materials: The poem “The Moisty Morning” in the book titled Thematic Unit: Weather. Teacher Created Material, Inc. 1991; “The Wizard of Oz” written by L. Frank Baum, illustrated by W. W. Denslow, and published by Ballintine Books; copy paper for drawing; crayons and/or markers.

Procedures: 1. Today we are going to work on the concept of visualizing what we read. Does anyone know what visualization is? It is imagining what the place or person you are reading about look like.

2. We are going to start by reading this poem called “The Moisty Morning”. We are going to read it silently to ourselves first. Who remembers what I mean about reading silently? That means to read the story to yourself where can’t anyone else hear you read.

3. Now I am going to read the poem aloud. While I am reading “The Moisty Morning”, I want you to think about what you see while I am reading.

4. Ask students to think about how the weather might be outside. Tell them to imagine what the man looks like that is talking to you. Ask them how do they think his voice sounds when he asks how do you do. Have children to analyze why the man might say how do you do. Tell them that this is a courteous way of speaking to someone else.

5. Allow students to share their thoughts aloud to each other. Tell them this is what visualization is all about. First share your thoughts to get the discussion going and to show students what you are really talking about when you say visualize this poem.

6. Now we are going to read a passage from “The Wizard of Oz”. Turn to page 1. Start reading at the third sentence to the end of the page. Have students to take out their pencils, crayons, and/or markers and draw what they think the house looks like in that passage.

7. Assess the students by having them to choose a passage from Chapter 1. They are to visualize what they are reading. First they need to write down the passage they read. Then they are to draw pictures and/or write sentences to explain what they are reading and visualizing. Later have students break into groups and discuss their drawings. Have each child to evaluate each other. Base the evaluation on picture details and the accuracy of the specific passage they are reading.
 

References: Baum, L. Frank. (1956). The Wizard of Oz. New York: Ballantine Book. pgs.1-7.
                       Lesson by Sandy Krager “Read It, See It! Click here.
                       Pressley, M. Johnson, C. J., Symons. S., McGoldrock, J. A., & Kurity, J. A.
                       (1989). Strategies that improve children’s memory and comprehension of
                       text. The Elementary School Journal, 90, p.9.

Click here to return to Inroads.
For futher infromation, send e-mail to angelrosser@hotmail.com