Picture A TERRIFIC
Reading to Learn
By: Chelsi Simmons
overall goal of reading is to comprehend text. For
comprehension it is important for a reader to use what they already
know and connect it with the new text to create a visual in their mind.
By visualizing you can understand what you are reading better as
well as comprehend text easier. Visualization takes
place when one forms mental images in their mind while reading.
In this lesson, students will make connections between text and
their background knowledge by visualizing what they understood while
reading. They will express their visualization by
Erase or Chalk board/ chalk or dry erase markers
of the book Charlotte’s Web for each student
paper for each student
for each student
*Charlotte’s Web video
of comprehension question for student assessment: (How did Fern feel
about her father killing the runt pig?, What was Charlotte’s “miserable
inheritance”?, Name 2 things Wilbur did to prove he was radiant,
Describe how Wilber came to name Charlotte’s three daughters.)
all such great readers. Sometimes when we focus a
lot on just reading the words we do not understand the words we just
read. Have you ever read something and had to go
back and reread it because you did not understand what you read?
Remember when we worked on reading silently, or reading to
ourselves without moving our mouths? This was a way
for us to use only our minds to figure out the words in the text.
we can help to understand what an author is trying to tell us is to
create a picture, in our minds, of what is going on as we read.
The more we read into the text the more we can add to our mental
picture. Today we are going to read silently so
that everyone can visualize what they are reading individually.”
really comprehend the book we are going to read you need to visualize
the text you are reading. In order to understand
what it means to visualize words that you read we are going to all do a
visualization exercise.” For example, I am going to
read this sentence in my mind (Write sentence on board so student can
see sentence). The grass was and the Earth
smelled of springtime. Fern’s sneakers were sopping
wet by the time she reached her father. Now
this time as I read I am going to show you the picture
my mind is drawing (As teacher reads she begins to draw all the
elements of the sentences. Try to read at as normal
pace as possible). This picture will help me
remember what happened in the sentence I read. I
don’t always draw it out on a board or paper; I always create a picture
in my mind. Let’s practice this together.”
Give each student a blank sheet of paper and crayons.
“Ok, I want you all to close your eyes and imagine you are on a
farm. You decide to visit the different types of
animals. Picture what is going on around you.
Who are you with? What do you see, hear, and
smell? (allow time for children to form pictures in their minds)
Ok, now I want you to draw the picture you have in your mind on
your blank sheet of paper. You just visualized what
you heard me say to you now we are going to visualize what we silently
3. Give every student a copy of Charlotte’s
Web, as well as another sheet of blank paper. “Today
we are going to visualize while reading the chapter book Charlotte’s
Web. This book is about a little girl named
Fern who loved a pig named Wilbur. Wilbur was going
to be sent off to the butcher, so Fern and Wilbur’s friends, Charlotte
and Templeton, tried to save him. To find out what
happens to Wilber we will have to read the book. For
the first chapter I am going to read aloud to you. I
want you all to close your eyes and visualize while I read, and when I
finish we will talk about the visual pictures that you made in your
mind. (When finished reading discuss the pictures students visualized
in their minds) Now I want you all to read chapter two silently.
As you read, don’t forget to use your visualization strategies.
Also, it is ok to close your eyes every now and then to create a
better mental picture. When you get to the end of
chapter two, draw a picture of what you just read. You
can add as much detail as you would like, but remember to draw what you
saw in your mind as you were reading. Once everyone
has finished reading and drawing their picture, we will share our
images with each other.” (Allow student to share visualizations)
4. In order to assess the students’
understanding of visualization, collect the students’ visualization
pictures as well as have them write an explanation of what they
visualized. Check to make sure the students know
the characters, setting, and situation of the story. The
list of comprehension questions in the Materials section may
help with further assessment.
6. Once the students have finished
reading the whole book, let them watch the Charlotte’s Web video.
The students will be able to compare the visualizations they
made while reading the book to the visualizations the movie portrays.
By watching the video, student will be able to check their
comprehension of the story.
E.B. (1952). Charlotte's
Web. Harper & Row, Publishers: New York.
Video: Charlotte's Web
by Paramount Pictures.
Available at amazon.com
Karla Hollis. Pigs: A Visual
Jeanine Grimes. Picture It! http://www.auburn.edu/academic/education/reading_genie/invent/grimesrl.html
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