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Carolyn Beaty

Mediated Read Aloud-Visualizing 3rd Grade

Purpose: For students to understand the importance of using visualizing as they read, and how this can help them become better readers. Using this skill will help students transfer from picture books to chapter books more easily. Standards: Literacy > 3rd Grade > Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension. Objectives: Third grade students will be able to use visualizing to help them understand what they are reading with 100% accuracy. Third grade students will be able to understand and describe what visualizing means with 90% accuracy. Third grade students will be able to draw their visualization of a passage with 100% accuracy. Third grade students will be able to write an explanation of what is in their drawing of their visualization with 100% accuracy. Materials: The Monster Under My Bed poem Escaping The Giant Wave by Peg Kheret Dry Erase Markers Clip Boards Visualizing worksheet (One for each student) Pencils Procedure: 1. Introduction: Its pretty easy to picture what is going on in a story when there are illustrations in the book, but how do we see what is going on in the story when there are no pictures to go along with the text? Visualizing is what happens in your head while you read. It is like a movie playing out the parts that you are reading in your mind. When we visualize, we are turning the words we read into a movie in our heads to help make sense of what we are reading. When the text does not provide us with a visual image to support the text, we need to create our own visual images within our minds to better comprehend during reading. This helps our comprehension because it makes us active readers and you gain more understanding by creating your own mental pictures. This is what we are going to be working on today.

2. Read the first section of The Monster Under My Bed out loud to the class. Do a think aloud about how you visualize this section. Draw on the board as you talk to show the class what you are talking about. When I read this section of the poem I imagined in my mind a head poking out from under a bed Draw a bed and a circle for a head. I also imagined it to be night time, so I would think that under the bed would be very dark. Make the space around the circle dark with black marker. I then visualized two big, green eyes on the face of the monster, because the poem comes right out and tells me that. I then saw a pointy nose right on the center of the face. 3. Read section two of the poem out loud to the class. I am going to continue to read the poem, and I want you to think about what you visualize in your head as I read. This time, ask the students what they visualized and draw in what they share. Be sure to add in two pointed ears, a black paw, and a tail. If they visualize something for the hissed section, draw an angry mouth. 4. Read section three of the poem. Have students discuss what they saw in partners first, and then have a few students come up to the board and add to the drawing. They should add hair on the body and face. 5. Read the final section of the poem to the students. Now ask them how the end of the poem changes how they visualize it. Do you still picture our monster to look like this? Read the poem one more time and ask the students how knowing the ending changed how they visualized the poem. 6. Continue to read aloud the classroom book, Escaping The Giant Wave. Have students choose one moment from the read aloud and draw it on their worksheets. We are going to continue reading our class book, but I still want you to use our visualizing tool as we read. As I read, I want you to pick one moment from the story that you have a very strong visual with. You will draw out what you visualize on your worksheet. I also want you to briefly explain what your drew in a few sentences. 7. Conclusion: Today we learned about the comprehension skill of visualizing. We visualize to help us understand what is going on in the story, and to help us become better readers. This skill is especially helpful when we are reading books without illustrations. Higher Order Thinking Questions How does visualizing help us understand what we are reading? Can we still visualize if the book already has illustrations? Why might different people visualize the same book in different ways? Is it OK to visualize something differently? Assessment: Assessment will be done both informally and formally. During discussion and the read aloud of the poem, I will see how student answer my questions, and how they visualize the poem. I will make note of how students answer discussion questions to see if

they understand the comprehension skill. The use of higher order thinking questions will allow me to gage which students truly understand visualizing. I will also formally assess my students when they turn in their visualizing worksheets. I will look at what the students drew and what they wrote to describe their picture. This will give me a good idea about how students understand the skill and which students need more help learning this strategy. Differentiation: For struggling learners (ELL in particular) I will have them verbally explain to me what they visualized and what they drew in their illustration. This will help the ELL students not loose points on the written portion of the worksheet. I will also make sure to look at the worksheets to pinpoint the students who still need help with this strategy and I will take them in a small group to work with this strategy more. For advanced learners I will challenge them to write their own descriptive poem and trade it with another student. Each student will then read their partners poem and draw what they visualize. This will help students practice the skill, and also help create a collaborative classroom environment.