A-B-“See” is easy as 123

Reading to Learn Design

Shannon Ritter

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Rationale
: An important part of reading is the aspect of visualization. It is crucial that children can visualize what is going on within a story as they read it. This lesson will help children create mental images of what they or someone else is reading by creating images in their heads of their reading passages.

 

Materials: copy paper for drawings, crayons and markers, the book Bridge to Terabithia by Katherine Paterson, and copies of the passage, copy of "Sick" by Shel Silverstein from Where the Sidewalk Ends , copy for each student of James and the Giant Peach by Roald Dahl

 

Procedure:

  * Before beginning review with students silent reading. "Before we get started I want everyone to practice silent reading as you read James and the Giant Peach. Quietly whisper then stop moving your lips and read to your self. Great! Good review of silent reading!"

  1. "Okay everyone I would like everyone to please close your eyes, get comfortable, and relax. Please no talking because I need everyone to be completely quiet. I would like you to picture your favorite place in the entire world. Imagine that place. What is it like there? Are you there by yourself or with people? How does it feel there? Now that you have imagined this place in your minds, I would like you to open your eyes. Wasn’t that neat? (Have class respond). Will someone please raise their hand and share their favorite place with us? (Have children respond). When you see things in your mind it is called visualization. It is important that as we read you use visualization to think about what is going on in the story."
  2. "Now I am going to read a poem to you. I want you to use visualization as I read the story. Think about how the character must look or be acting like as I read the poem. I will be reading the poem "Sick" by Shel Silverstein."
  3. Ask students to respond to the poem by asking them to explain what they were thinking the girl in the poem looked like as she described being sick. Allow students to respond with their different ideas of what the girl looked like.
  4. Explain, "It is okay that as we visualize different parts of stories or poems that we think about things differently. Everyone visualizes things differently and that is okay! That is what makes reading fun for everyone!"
  5. Pass out passages from Bridge to Terabithia and have students read the passage. "I want everyone to read this passage from the book Bridge to Terrabithia .When you are done reading the passage I would like you to draw what you visualized Jess and Leslie’s special place to look like. I will pass out crayons, markers, and paper for you to use. Make sure you include the surroundings and how everything looked."

Assessment:

The children’s drawings will be used as the assessment for the activity. Once children have created their individual drawings have them break into small groups and share their drawings with the group, noting the differences and similiarities.

References:

1."Sick" by Shel Silverstein from Where the Sidewalk Ends (Harper Collins Children’s Books – 1973)

2. Bridge to Terrabithia by Katherine Paterson (Harper Trophy – June 1987)

 3."What Do You See?" http://www.auburn.edu/rdggenie/openings/mcdonaldrl.html by Melinda McDonald

4. James and the Giant Peach by Roald Dahl. New York : Puffing Books (1961)

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