Visualization
is Picture
Perfect
Reading
to Learn Design
Rationale:
For
better
comprehension when reading, children should be able to visualize what
they are
reading. There is consistent evidence that visualization, or
constructing
images, facilitates children's learning of text. In this lesson,
children will
learn how to and practice constructing images from their reading.
Materials:
- Copies
of the poem
"The Marrog" by R. C. Scriven for each student
- 2
pieces of white
paper for each student (or you can use the
Sketch-to-Stretch template link
provided below).
- Crayons
- Copies
of the
chapter book Sarah, Plain and Tall by
Patricia MacLachlan for each student
-
Assessment
checklist:
Did
the student draw a picture?
___Y___N
Were
the drawings accurate for the poem?
___Y___N
Were
the drawings accurate for assigned reading(s)?
___Y___N
Were
the drawings detailed?
___Y___N
Did
the student describe in detail the events?
___Y___N
(if
some can’t draw as well you can let students describe what they are
picturing;
it is important not to grade
the level of the art work)
Procedure:
1. Begin the lesson by explaining to the class the importance of
constructing
images while reading. Say: "When we create pictures in our heads about
what we read, we are more likely to remember what we read and
understand it
better."
2. Model visualization for the students; say:
"I am going to read this sentence and show you how I would
visualize." Write: "The dog
barked and wagged his tail excitedly when he saw the red ball" on
the
board and then read it aloud to the class.
Say: "What is the first thing that
comes to mind when you read this sentence?
When I read this sentence this is what I picture in my head
(draw it on
the board as you explain your thought process). First I'm going to draw
a sandy
colored dog that looks like it is happy and wagging his tail. I'm going to make sure to draw his mouth open
since the dog is barking. What else is
there? I'm also going to draw the red ball that he is excited to play
with. I
can picture in my head a beautiful sunny day, with a bright blue sky,
and green
grass all around. Each of you probably
pictured the scene a little differently in your head, because each one
of us is
unique. It is just important that you make some type of picture in your
mind to
help you understand and remember what you are reading."
3. Write
this new
sentence on the board: "The turtle walked slowly along as the rabbit
darted quickly past him". Say: "Remember how we learned to read
silently? I want you guys to be doing that while I read the sentence
aloud". Read it once to the class aloud and then have the students read
the sentence silently, and then draw the image that they have in their
head
onto their papers as best they can. Have the students present their
work to the
rest of the class and remind them that it is alright that they do not
all look
the same.
4. Explain to the students that it is important
not to try and create mental images at the same time they are reading.
Tell
them that they should read a short portion of the selected text and
create an
image from that and then proceed with the next small portion, and so
on.
Assessment
In
order to
assess each student's ability to visualize as they read, pass out a
copy of "The
Marrog" by R. C. Scriven. Say:
"'The Marrog' is a poem about an alien and how strange he looks! What
does
he look like to you?" then instruct the students to read this poem and
then draw some of the images that they construct in their mind about it. For further assessment, have students begin
to read or continue to read a chapter book. I suggest reading Sarah, Plain and Tall because it has
very vivid descriptions of characters and settings, which makes it easy
to
visualize. Say: "This is a story about two children whose mother has
died. Their dad decides to take a new
wide. She is from a different and faraway
place. Will she like them?
Will they like her? We'll have to
read to find out!" Have students keep a
"sketch
journal" and encourage students to sketch what they visualize in their
minds as they read each chapter. Use the assessment checklist to assess
each
student’s visualization and comprehension (it is applicable to both
assessment
options). Individualize some
comprehension questions for whichever text you read.
For example, for "The Marrog" ask
questions like: "Do you think there is really a Marrog sitting in the
class, why or why not?" or "What would you do if there was a Marrog
in your classroom?" and for Sarah,
Plain and Tall include questions such as: "How do the kids feel
about
Sarah coming to stay with them?" and "How are Sarah's new home and
old home similar? How are they
different?" etcetera.
References:
-MacLachlan, Patricia. Sarah, Plain and
Tall. Scholastic Inc., 1985.
-Pressley,
Michael,
et al. "Strategies That Improve Children's Memory and
Comprehension
of Text". The Elementary
School
Journal 90.1 (1989): 9-13.
-Read.Write.Think.
"Guided Comprehension: Visualizing using the Sketch-to-Stretch
Strategy". http://www.readwritethink.org/lessons/lesson_view.asp?id=229
-Scriven,
R. C.
"The Marrog". Random House, 1983.
-Stretch-to-Sketch
template: http://www.readwritethink.org/lesson_images/lesson229/sketch.pdf
-The
Reading Genie
Website: Etch a Sketch to Stretch.
By: Alicia Ellis.
http://www.auburn.edu/academic/education/reading_genie/sightings/ellisrl.html
-The
Reading Genie
Website: How to See With Your Eyes Closed. By: Mareena Kohtala.
http://www.auburn.edu/academic/education/reading_genie/connect/kohtalarl.html
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