Name of Lesson: Can you visualize what you read?

Topic: Great readers use visualization as a strategy to clarify meaning of a text Time: 30 Minutes Standard: ELA2R4.j Comprehension The student self-monitors comprehension

in an attempt to clarify

meaning.
Essential Question(s):

How do I use visualization to gain meaning from grade-level-text? How can I self-monitor comprehension in an attempt to clarify meaning?

Assessment Description/Performance Task: Constructed response Informal assessment Performance task Selected response Brief Description:

Constructed Response: Students will draw what they visualize by listening to different parts of a poem. The students will complete the What you visualize changes while you read sheets Informal Assessment: - Teacher observation & questioning - Group discussion - Think-Pair-Share Introduce the standard being taught for the day ELA2R4.j (Comprehension- The student selfmonitors comprehension in an attempt to clarify meaning.) Ask the children what type of words we have been talking about all week long. (Adjectives) Ask the children what an adjectives job is. (Describing a noun) Tell them to keep that thought in the back of their minds as they move through the lesson. (They will make connections between using adjectives and visualizing.) Tell the children you have a crazy question to ask them and that you really want them to think about it before they answer. How is reading a book like creating a movie? Have the children share their ideas with a partner. Then call on the children to share their creative responses. Positively reinforce the children as they answer the question. Be cognitive of how the children answer the question as it may give clues to their learning style or processing and listen for higherlevel thinking. Then the teacher starts a discussion about books that have no pictures. What do you do when you get a book that doesnt have any pictures? What can you use to help figure out what the text means? You can visualize by creating pictures in your mind by using the adjectives and descriptive language in the text. Visualizing helps you clarify the meaning of the text. Beside the words in a text, what else do you use to create images in your mind? You make connections with things that have happened to you (text-to-self), with other books that you have read (text-to-text) and things that have happened around you (text-to-world). Pass out the This is What I Visualized sheet. Explain to the children that they will have to be great listeners. They will be listening to parts of a poem and drawing a picture of what they hear. Read the first part of the poem called The Turkey Shot Out of the Oven by Jack Prelutsky. Then stop and tell the children to draw what they visualized when they heard the words in the poem in the column labeled Beginning Visualization. When the children have finished their first picture, read the second part of the poem and stop. Let the children draw what they visualize now, in the column labeled Middle Visualization. Then read the final part of the poem to the children. Let the children draw what they visualize at the

Instructional Methods

end of the poem in the column labeled Ending Visualization. When all the children are finished drawing what they visualized, ask them if all of their pictures are the same? I wonder why that is? Well lets see. Ask for volunteers to come up to the document camera, 1 at a time, to share their pictures. Ask the children to describe what they have drawn in each of their columns. Then ask them Why do the pictures keep changing? As more information is shared through the words in the poem, the more detail a student can add to their picture. Visualizing is like making a movie in your mind of whatever you are reading. The more descriptive words an author uses, the more the reader can visualize. As a poem or story continues and moves along, the images the reader creates do too. Those students that need extra support with visualizing can be placed with an advanced learner (peer) for assistance. The length of the task can also be reduced for struggling learners by having the child only draw 1 mental picture, or by reducing the length of the poem to a sentence or two. Higher learners will be challenged by taking on a leadership role where they assist their peers in a mentor-like position. Those children who are academically advanced can also be challenged to find other poems that create strong mental pictures by using great descriptive word choice. They can also begin to draw what they visualize from paragraphs or pages in the chapter books they are reading at their appropriate reading level. The Turkey Shot Out of the Oven A poem by Jack Prelutsky This is What I Visualized sheets Document Camera SMARTBoard visualization mental picture word choice descriptive words (adjectives)

Differentiation:

For this Lesson:

Vocabulary:

Activities for the next week:

Activity 1: The children will use their visualizing skills during guided reading by drawing what they visualize while reading their leveled book. Activity 2: The children will complete a literacy center where they will be reading a passage and answering questions (about comprehension) using their visualization skills.