Visualizing

TEKS
 * Visualizing**
 * Draw and discuss visual images based on text descriptions (1-3);
 * Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions)
 * Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to identify language that creates a graphic visual experience and appeals to the sens

Students should pay attention to all of the author's descriptive language. Students should use the author's words to create vivid images in their minds of the important parts of the text. Students should use their own personal experiences and knowledge to create a 'movie' in their head that will make the text more memorable.
 *  Visualization helps readers engage with text in ways that make it personal and memorable.
 *  Readers adapt their images as they continue to read.

__**Introducing Visualizing:**__ Model using think aloud stems

//Week 1 Mini Lesson// with Poetry Objective: Students will be able to discuss and draw visual images based on text descriptions.

Have the students close their eyes and listen as you read SICK by Shel Silverstein or another poem or book aloud from the book/poem list. Before reading, tell them in their mind they are going to "make a movie." (This is similar to the activity they did for writing on sensory images a few weeks ago with the dog) [|Poetry SICK by Silverstein.doc]

After the first read aloud, have the students make a four square in their RR Journal and tell them they are going to be the movie maker for the book/poem (if you want you can get into the discussion about how movies are made and connect to Cloudy with a Chance of Meatballs) and this is their film strip they are going to use for the movie they are create in their mind as you reread it. You might need to reread it a couple of times, Tell the student as you reread the story/poem they are going draw a picture of what is happening in the story/poem in order using the four boxes. (sequencing the story) When the story is over and they are finished, have the students share their movie strip with partner and group and compare. Questions to prompt discussion: What words did the author use to help you create the image? What was similar and different about your partner drawings? Good readers visualize by painting a picture/making a mind movie. This helps readers to better understand what they are reading.

Say: Good readers visualize or "make a movie" in their mind when they are reading to help them remember what they are reading. Sometimes you must stop and make a mental picture so that you can comprehend what the author is saying. you may even have to draw a diagram or a picture on paper in order to fully understand ideas in a passage.

//Week 2 Mini Lesson with Fiction// Objective: Students will monitor their comprehension by using the visualizing graphic organizer to self monitor their sensory images.

Make an anchor chart that is titled Visualizing as the title. Recreate the visualizing graphic organizer. Model with a story/poem putting the words the author uses in the correct boxes. Authors use sensing words that help us make a movie in our mind. When we are reading, we can think of the language the author uses to help us remember the text.

Students will recreate or you can print the [|Visualizing Graphic Organizer] in their Reading Response Journal. As they are reading independently, guided reading, lit circles, etc. they will fill in the graphic organizer with parts of the story or poem that the author used: see, smell, taste, feel images.

The author's words really make me see/hear/smell/taste/feel... I can really understand what a _ looks/smells/tastes/feels/sounds like because I have... I can easily see/smell/taste/feel/hear __because...
 * __Think Aloud Stems:__**

What images did you create when you looked at the picture? When you were reading the text, did you make any pictures or images in your head? Describe them to me. Describe the pictures or images you made while you were reading. How do the images help you understand the text? How does imaging help you read better?__
 * Questions To Ask Students To Promote Discussion About Creating Sensory Images**


 * Visualizing using Poetry Lessons:**

__ [|Poetry Visualization.pdf] The lesson starts on Page 6. Correlates with Halloween :)__

Read the poem Noise Day by Silverstein and thenShow this [|YouTube Video of Shel Silverstein's Noisy Day] after the students listen to it and see how they reinacted the poem with a video


 * Visualizing using Fiction Lessons:**


 *  Turn a chapter book into a picture book. Students draw a picture for each chapter and write about the most important events. (This combines visualizing and summarizing!) You can tear apart a chapter book and have each group of students in charge of drawing the picture and writing the important events in that story. Then when the students get together and share their work the story will be complete.
 * Draw a comic strip for each chapter in a novel. Draw a new cover for a book and write a caption to go along with it.
 * Draw a new cover for a book and write a caption to go along with it.
 * Writing activity – Have students write a paragraph using very descriptive language. Partner A can read the paragraph to a Partner B. Partner B then draws what he/she hears being described.
 * Writing activity – Have students write a paragraph using very descriptive language. Partner A can read the paragraph to a Partner B. Partner B then draws what he/she hears being described.
 * ““You Are There” Turn out the lights, have students close their eyes and visualize the scene you create for them as you read this section out loud to them.
 * Smell Boxes – Dilute a cotton ball with a certain smell (Example, cooking vanilla) and place in a small box. Have students smell the box and describe what images it provokes in their minds.
 *  Mystery Boxes – Place an object in a box. Students have to rely on their sense of touch to help them visualize and infer what the object may be. Sense Chart– Students list details from the text that appeal to each of their senses and help them visualize.

[|my sensory images.doc] [|similecards.doc]

Links:

[|Visualizing Book list] Ordered from TVE Library: Shel Silverstein books A Bad Case of Stripes (on CD) Two Bad Ants (Level 4.7) Popcorn Book (Level 3.9) Abuela (Level 2.5)
 * __Books:__**

__**Assessment:**__ No Formal Common Assessment on Visualizing this time! Use the rubric below to monitor the progress of students level of visualization during guided reading.

RUBRIC || __ Does not __ demonstrate use of sensory images || Demonstrates use of __ some __ sensory images || Demonstrates use of sensory images; images are somewhat elaborated from literal text or existing pictures || Demonstrates multi-sensory images that extend and enrich the text; demonstration may be through any modality or medium. ||
 * || 1 || 2 || 3 || 4 ||
 * VISUALIZING