Do You See What I See?

 

 

 

 

 

Reading to Learn

Meg McWhorter

 

Rationale: The reading comprehension strategy goal for this lesson will be focused on visualization. Visualization helps reader make the story into a movie reel in their head and is important because it helps them sequence and recall the story. In this lesson, we will follow the I-do, we-do, you-do model to help introduce and scaffold the use of the strategy.

 

Materials: paper for drawing, colored pencils, The Relatives Came, overhead or SmartBoard, assessment checklist

 

Procedures

 

1. Explain why strategy is valuable

 

Say: Has anyone ever heard the word visualize before? What about visual? It's something you see right? Well, I have a question. Can you always see stories? See the setting, characters, story events? Well, today, I am going to teach you how to do just that! This strategy is called visualization. It is a big word but it is important! It helps us understand the story better and helps us remember after we have read it. Today, I am going to read a book to you without showing you the pictures to see if you all can visualize it.

 

2. Review or teach background knowledge- (vocab)

 

Say: Before we start reading, let's make sure we know all the words in this book so we can visualize them correctly. The first word is relative. A relative means a person you are related to; they are in your family! "Alice is my favorite relative in my whole family." If someone said they had a lot of relatives, does that mean they have a big or small family? Right, relative is used to describe someone who is in your family. Another tricky word in this story is particular. Particular means to be fussy or picky. Have you ever been particular about what you ate for dinner? I bet your mom didn't like that! "When David was particular about what he ate for dinner, his mom said he could cook his own meals from now on." If someone did not want to wear a certain outfit, do you think they would be picky or not picky? Right, picky or another word would be particular.

 

3. Explain how to use new strategy

 

Say: I am going to read the first page out loud to you. We are going to practice visualizing together. Remember, that means making a movie in your head. As I read, I want you to imagine what this story would look like in real life. [Read first two pages aloud.] Can you picture it? What does the scene look like? Is it hot or cold outside? I can feel the summer sun! Can you smell the car? I can smell those bologna sandwiches so well that it makes me hungry! Do you think you can draw a picture of what's happening in the story? Let's try! It doesn't have to be perfect. After you are done, compare with a neighbor to see what is similar and different. [These drawings will be used to assess student understanding.]

 

4. Model new strategy

 

Say: What do you think of this story? Here is my picture of what we have read so far. I have the car full of luggage and the relatives and the house where they are going. Do I need to add anything right now? I think that about covers the first two pages!

 

5. Simple practice under teacher guidance

 

Say: Now you are going to try! [Teacher will hand out Miss Nelson Has a Field Day]. I want you to read the whole text on your own. While you are reading, I want you to practice visualizing! In the end, draw me pictures of what you were visualizing as you read the beginning, middle and end. [Teacher will then ask questions to monitor comprehension.]

 

Assessment- As students draw, I will walk around and make sure they are on task and scaffold as necessary. Then, I will check for understanding using the following questions.

Comprehension Questions

Yes

No

Is the picture in the story?

 

 

Does the picture show comprehension of the story?

 

 

Does the picture include details?

 

 

Can the student retell the story using the picture?

 

 

Can you follow along the story using the picture?

 

 

 

Reference:

The Relatives Came by Cynthia Rylant

Graphic Eyes Image, http://www.mycutegraphics.com/graphics/body/cartoon-eyes.html

For further practice in visualization:

Painting a Picture by Timberly Farley http://www.auburn.edu/academic/education/reading_genie/doorways/farleyrl.htm

Can You See What You Are Reading? by Bembry Smith

http://www.auburn.edu/academic/education/reading_genie/doorways/smithbrl.htm

 

Shawna Harris, "Picture That Poem Perfectly." http://www.auburn.edu/academic/education/reading_genie/awakenings/harrissrl.htm .

 

 

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