LESSON THREE: During Reading Strategies (Visualization)
LESSON DESCRIPTION
Students develop and apply strategies using visualization.
GRADE-LEVEL EXPECTATIONS
R1G During reading, utilize strategies to self-question and correct, infer, visualize.
LESSON MATERIALS
§ Source of Literature
o Two pieces of nonfiction.
§ Supplies
§ Handouts provided
o Formative assessment for Lesson Three
§ Words to know
o infer
o visualize
Using a nonfiction text, students sequence events in a chart using visualization. Scoring guide provided.
LEARNING ACTIVITIES
1. Play a recording of sounds that create certain images (ocean, see gull, jungle). Each student draws a picture of the image that forms in his/her mind. Invite volunteers to share their drawings. In small groups, discuss how specific words, phrases, descriptions create pictures
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Questions for Students
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We visualize a movie in our mind as we read fiction, but, how can we visualize nonfiction? What kinds of picture come to mind when I say the word/phrase _______? Stay in the context of the lesson. |
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Strategy |
When readers visualize, they create mental images rather than words or thoughts. Predicting, questioning, visualizing, and inferring go hand in hand. Readers weave these strategies together as they make connections between text and personal experiences, other sources of text, and our global understanding of where the information fits into place. Readers’ brains have a great capacity for visual images. Creating images not only helps us comprehend, but helps us to remember. |
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Strategy |
Newspaper/magazine articles and editorial can be found using local online newspapers (e.g., USA Today), online magazines, or EbscoHost on MoreNet. Directions for obtaining articles from Ebscohost are as follows: Log on to www.more.net.com (most schools have MoreNet: check with your librarian), click on online resources at top, click on EbscoHost, click on Searchasaurus, click Primary Search, type in topic, check Please only find text articles, select appropriate Lexile Reading Level, and click search. |
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Idea
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Selecting articles with appropriate Lexile Reading Levels allows you to select articles at varied reading levels to meet individual reading needs. |
2. Model the use of a sequencing chart to visualize a series of interconnected events or causes. As you read, students draw a picture fore each event, creating a visual comprehension aid. Students Add arrows or boxes to show the flow of events.
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Questions For Students |
How do the arrows help us “see” the process? What words can we add to these charts to make them clearer? Why did we make this a sequencing chart? Are there other kinds of charts? What other concept would be easier to understand if we made a flow chart? Could this chart help you study for the unit test? |
3. Take the modeled chart away. In small groups, students create a sequencing chart using new text. Students add arrows or boxes to show the flow of events, captions or word labels to further define the process, or invent their own visual symbols. The main idea will represent the title of the chart.