What do you see?
Reading to Learn Lesson Design
Rationale: In order to become an expert reader children need to comprehend the text thoroughly. One strategy that students can use to obtain comprehension is the strategy of visualization. This strategy can help students to become more engaged in the book by creating their own mental images while they read. This lesson will help students with visualization by practicing with poems and other texts, and eventually their comprehension.
Driving to the Beach by Joanna Cole, Random House Book of Poetry for Children
Copies of Hello Ocean by Pan Munoz Ryan, 2001
1."Good morning class. Today we are going to practice visualizing images in our head. Can anyone explain to me what visualize means? Yes, it means you picture something in your head that is not really there at the time. Let's practice! Okay close your eyes and imagine what I am telling you. You are getting ready for the beach. You pick out your favorite swimsuit and towel. The sand squishes between your toes and the water splashes on your feet. Please raise your hands and tell me what you see yourself doing next. Great Job! We just visualized ourselves at the beach!"
2.Review silent reading and discuss how to visualize what you are reading. "Class, can anyone tell me what we do during silent reading? Good Job! Yes, we sit silently and read to ourselves, and we do not bother our friends while they are reading."
3.Next give each child in the class a copy of Driving to the Beach by Joanna Cole. The teacher will read the poem out loud to the children and have them visualize what they hear. "Okay children, while I read this poem out loud to the class I would like you to follow along and raise your hands as I go and let the class know what you see in your mind. Its okay if your image does not look like your friend's image. That is what visualization is all about."
4.After the poem give each a copy of Hello Ocean by Pam Munoz Ryan and illustrated by Mark Astrella. Have the kids read the book by themselves and then draw a picture of what they see in their minds. Once everyone has finished, split them up into groups and have them share their drawings with the rest of the group and discusses the similarities and differences between them.
Have the students come up to the front of the class and explain their drawing. They will be assessed on how well they were able to move the author's thoughts and descriptions to a drawing and how well they explained their reason for drawing what they did to the rest of the class.
Adams, Marilyn-Jager. Beginning To Read: Thinking and Learning about Print. 1990.
Do you see what I see? By Allison Sanders http://www.auburn.edu/academic/education/reading_genie/sightings/sandersrl.html
What do you see? By Ivy Hopkins http://www.auburn.edu/academic/education/reading_genie/persp/hopkinsrl.html
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