Paint
a Picture in Your
Mind!
Reading
to Learn
Rationale:
It
is very important that children are able to comprehend what they read
in order to be skillful readers, so that students understand what they
read. It
is the main goal in reading. One of the key ways is through
visualization.
Visualization is when children construct images in their head. Being
able to
visualize text will help students comprehend what the story is about.
This
lesson will help students practice visualizing what they read so that
they can
better comprehend the text.
Materials:
Poem
(one copy for teacher): “My Book Report is Due Today,” Book for each
student: “The Little House on the Prairie,” (written by Laura Ingalls
Wilder),
white paper, pencils, markers (for each student), assessment checklist
for each
student (provided at the end of the lesson): five comprehension
questions for The Little house on the Prairie.
Procedures:
1.
“Today
we are going to learn a new skill
that will help us comprehend what we read. It is called visualization.
This
will help us remember what the story is about and picture it in our
minds. We
are going to practice visualizing what we read so that we can remember
what the
story is about. We will do this by reading silently. This is when we
read
without moving our mouths. Why do we do this? Yes, because it is
quieter, and then
we can concentrate on what we are reading. If we read out loud all at
once, we
will not be able to concentrate very well because you would hear
everyone else
too. So again, when you read it to yourself inside your head, you are
able to
picture it better and concentrate on what you are reading.”
2.
Before
you read the book by yourself, I
want us to practice together how to visualize. I am going to read the
poem out
loud to you. While I read, I want you to close your eyes, and
visualize, or
create a picture in your head, of what you think is happening in the
story. I
will read the poem, My Book Report is Due
Today. I will then ask the students what they visualized in their
heads, as
I read. I will also give an example for the students, and tell them
what I
pictured in my head as I read the first stanza. I will say, “As I read
this, I
pictured a boy who is in panic about his homework that is due, that he
does not
have done to turn in! I also think that this boy is a procrastinator,
which
means he waits till the last minute to do things, which is not the best
choice!” I will then say, “Now you tell me what picture you imagined in
your
head as I read the poem.”
My
Book Report is Due Today
|
My
book report is due today. I
haven't finished yet. In
fact, I haven't started, which
I'm coming to regret. I
haven't even read the book. I
put it off so long. I
thought I'd have a lot of time. It
looks like I was wrong. I'd
ask my older brother what
this book is all about, but
he's already left for school and
cannot help me out. I'd
hustle to the movie store and
rent the DVD, but
I don't even have the time to
watch it on TV. I
guess I'll have to fake it and
pretend I read the book. Then
write a bunch of nonsense and
assorted gobbledygook. It's
either that, or do the thing my
conscience knows is right: I'll
claim I'm sick and stay at home and
finish it tonight. --Kenn
Nesbitt 3.
“I am now going to give everyone a copy of The Little
House on the Prairie. The Ingalls family decides to sell their
house in Wisconsin, and move to the Indian Territory in Kansas. Once
they get there, they build a house to live in. The family soon becomes
very ill from a disease called malaria. I want you to read this story
to find out what happens to the Ingalls family. As you read, remember
to read silently and to yourself. I want you to visualize what the
story is about, just as we practiced with the poem. Once you are
finished reading chapter one, I want you to draw a detailed picture of
what happened in the story on the white sheet paper. After you finish
drawing your picture, I want you to write a few sentences describing
what you drew. This will help to show me that you comprehend the text.
Once you are done, turn your papers in to me at my desk. We will
continue to do this throughout the next chapters in The
Little House on the Prairie and then share them with our
classmates to see if they are similar or different.” Assessment: I
will look at the students’ visualization pictures and statement
sentences they wrote describing their picture to assess their
comprehension of chapter one. I will also use a visualization
checklist. I will also have the students answer five comprehension
questions to make sure they understand what they read. This will also
help me assess the students. Visualization
Checklist: Did
the student pay attention to detail? Yes___ No___ Student’s
illustration accurately reflects a passage from the chapter. Yes___ No___ Statement
sentences have a clear correlation between the statement and the
illustration that relate to an event within the chapter. Yes ___ No___ Does
the student comprehend the text? Yes ___ No___ Comprehension
Questions: Who
were the main characters in chapter one of The Little
House on the Prairie? Where
did the Ingalls family move to? Why
are they moving? Describe
what the setting looked like (of where they moved to). Are
there any nicknames for any of the main characters? |
References:
Wilder,
Laura I. (1935). The Little House
on the Prairie. New York, New York: Harper & Brothers, Later,
Scholastic.
Danielle
Ivey. “Can You
Picture It?” http://www.auburn.edu/academic/education/reading_genie/sightings/iveyrl.html
Nesbitt,
Kenn. (2005). My Book Report is Due Today.
Retrieved April 12, 2009. http://www.poetry4kids.com/poem-326.html