Visualization Station

 

 

 

 

 

Reading to Learn

 

By: Ally Harper

 

 

Rationale: 

Comprehension is an important component of reading that students need to know in order to be fluent reader and understand what they are reading. Students must be introduced to skills that will enhance and aid in comprehension after they finish reading a story or text.  Visualization allows students to create mental pictures while they read and it will also help them change the way they read. It will aid in their comprehension so that feel like they are in the story. In this lesson, students will use visualization when they read the poem and share it with their partner. I will ask them to talk about and record the images that they saw or pictured in their head while we read the poem. Working with a partner will allow for the students to interact and collaborate with someone and get a different perspective or intake on the poem.

 

Materials:

“Ticklish Tom”- Shel Silverstein Poem (copy for each child)

White board

Paper

Pencils

One piece of drawing paper per student

Crayons

Markers

Assessment checklist:

 

Comprehension Questions

Yes

No

Does the details go along with the poem?

 

 

Did the picture they draw go along with the poem?

 

 

Did they write a detailed description under their picture?

 

 

Did they work well with their partner?

 

 

Did the students draw a picture?

 

 

 

 

Procedure:

 

1. Say: Who knows what visualization is or what it means to visualize something? Visualization is when you create mental pictures in your head about the story while you are reading. You imagine you are seeing the story or poem happening right before your eyes. So make sure when you read you create a picture in your minds of the events that are taking place in the story. When an author writes a story or a poem, they will use groups of words that will help us create the mental images in our heads. Visualizing will help you comprehend the story and be able to recall the story back to a peer. Today we are going to read “Ticklish Tom.” You will hear many words in the book that make the poem easy to visualize while you are reading.

 

2. Say: When you see things in your mind while you read it is called visualization. This poem I am going to read to you is about a boy named Tom who gets tickled. He is a very ticklish little boy who gets tickled in all kinds of places. We will have to listen to the poem to find out where all Tom gets tickled and by whom. I know each of you have been tickled by your siblings, parent, or cousins before. When you get tickled it really makes you laugh. In this story, they will use giggled and it means the same thing as laugh.  When I read the story I want you to picture Tom in the story and visualize the things that Tom does while he is being tickled and the people who tickle Tom. I want you all to use your imagination and our visualization skills as I read the poem to you first. Now close your eyes and start your visualization station.

 

3. Say: I will read the poem aloud to you first so that you can visualize with your eyes closed while I read (I will read the “Ticklish Tom” Poem to the class.) “He got tickled by his friends. Laughed till he fell off his stool.”  I am picturing Tom with his friends and he is laughing so hard he falls off his tall brown stool. “He got tickled by a toad.” I am getting tickled imagining a toad tickling him along the journey. (I will continue reading and adding important imagery cues as I go on through the poem).

 

4. Say: Did you like the poem? It was so funny how many places and how many people tickled Tom. Our author used such amazing and descriptive imagery in the poem that we could easily picture and create a mental movie about what was happening to Tom. I am now going to draw a picture of Tom laughing in a ball from being tickled on the whiteboard. I will add some things that I visualized that tickled Tom along the journey. I will add to the picture from the poem that we read and I will let the students offer any suggestions or advice for the picture.

 

5. Say: Now I will group you up with a partner for you to read the poem together. You will each take turns reading the poem to each other. Be sure to use your visualization skills and create a mental movie in your head while you and your partner read. You will hear the story being read two times so you should have a good image to draw on paper. Be sure to discuss with your partner what you visualized so you can each get great and interesting ideas from each other that you might not have known before.

 

6. Assessment: Say: Now go back to your desks where I will then pass out paper, markers, and crayons for you to create your visualization/picture from the story. Make sure the picture is an image that you visualized from what you read in “Ticklish Tom.” I want you to make sure your picture is from the poem and that you do not make anything up off the top of your head that does not go along with the poem. Next I want you to write what is happening in your picture underneath it so we will know what you visualized. When you each have finished the pictures we will then each come up to the front of the room one by one and share the picture and the explanation to the class. The teacher will use the comprehension rubric to grade the assignment as the students present their work to the class. If the teacher does not understand the picture or anything is unclear, the teacher can ask more comprehension questions: “What line of the poem did this image come from? Why did you choose this visualization to go along with that sentence?” Asking them more questions will allow the students to understand the story better and allow for better comprehension.

 

 

References:

 

Visualization Picture: www.inezdiary.com

                                                       

This I Gotta See! By Emily Lusher: http://www.auburn.edu/academic/education/reading_genie/awakenings/lushererl.htm

 

Shel Silverstein Poem: “Ticklish Tom”- http://faculty.weber.edu/chansen/humanweb/projects/MeghanUng


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