You See It?
Reading to Learn
Rationale: Learning to comprehend text
as they read
is an important skill that children need to learn to become expert
readers. Visualization is one skill that
readers can learn to help build comprehension.
It is important for students to visualize what they are reading
it helps them to better understand what is happening in the story. When readers can picture the story unfolding
in their mind, they become actively engaged in the meaning of the text. This lesson will help students learn to
visualize what they are reading by creating mental images of their
their mind. We will do this by
practicing visualizing with a variety of different readings and
on a Waffle
by Polly Horvath (1 copy of the book for
Inch Tall” (1 copy of the poem for each student)
paper and crayons for each student
checklist with (Student accurately depicted events and Student
explained the events in the chapter)
- “Today we are going to learn how to
visualize something while we are reading. Who can tell me what
visualize means?” Allow children time to respond. “That’s
right, to visualize something means to see it in your mind even though
it’s really not there. I’m sure everyone has visualized something
before. Let’s practice for just a minute. I want everyone
to close your eyes and think about a trip to the beach while I read.
stepped into the
soft, warm sand. It was the first day of vacation and I couldn't
jump into the ocean waves. The seagulls swooped over my head
tried to get settled into the sand. It was very crowded at the
Allow time for
children to visualize. “When I call on you, I want you to tell me
you see. (Allow time for students to think, and then call on
Great! You saw waves crashing, sand, beach blankets and
What you just did was visualization."
- Review silent reading- "Who can tell me
what silent reading is? Excellent! Silent reading is when
we read quietly to ourselves so that we don't disturb others around
us. When we read silently, we can see pictures of what is
happening in the story in our heads, this is how we visualize a story.
- Give each student a copy of “Once Inch Tall” by Shel Silverstein. “Now I want you to silently read the poem
to yourself.” Allow time for children to read while you also read
the poem silently. After
students have read poem silently, read it aloud to them while they
close their eyes and visualize. "When I read this poem, I saw
myself being tiny and trying to do the things in the poem. I was riding
a worm to school and surfing on a piece of gum. Raise your hand
and tell me something you visualized." (Allow share time). Hold
up a previously drawn picture of what you visualized while reading the
poem. "This is my picture of what I visualized in my head."
Explain to the class why you drew what you did.
- Give each student a copy of Everything on a Waffle. “This is a new book we will be reading in
class. It is about a girl named Primrose who loses her parents in
a storm at sea. Primrose begins to have
lots of accidents and she is moved from one family to another. Primrose
is even put in foster care with a family in another city.
She begins to feel as if nothing will ever go right, and she
will never find a good home. To find out
what happens to Primrose we have to read the book. Now I want
you to read the first chapter silently and draw a picture of one thing
you visualize while reading." Allow time for students to read and
each student come in front of class and tell about his drawing.
children’s drawings based on that they depict what the author was
make the reader visualize and the children’s ability to describe the
the class. Use checklist for assessment:
1. Student accurately
2. Student accurately
events in the chapter
Horvath, Polly. Everything
on a Waffle.
Inch Tall” from
Where the Sidewalk Ends. 1974. New York: Harper Collins.
Snap a Picture. http://www.auburn.edu/academic/education/reading_genie/invent/byrdrl.html
“ One Inch
Tall” by Shel Silverstein
If you were
only one inch tall, you'd ride a worm to school.
The teardrop of a crying ant would be your swimming pool.
A crumb of cake would be a feast
And last you seven days at least,
A flea would be a frightening beast
If you were one inch tall.
If you were only one inch tall, you'd walk beneath the door,
And it would take about a month to get down to the store.
A bit of fluff would be your bed,
You'd swing upon a spider's thread,
And wear a thimble on your head
If you were one inch tall.
You'd surf across the kitchen sink upon a stick of gum.
You couldn't hug your mama, you'd just have to hug her thumb.
You'd run from people's feet in fright,
To move a pen would take all night,
(This poem took fourteen years to write--
'Cause I'm just one inch tall).
Click here to return to Perspectives