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Visulazation guded readding lesson

This is a guided reading lesson that deals with the skill of visulizing

Guided Reading Instruction Plan

ETC 583

Reading Development

Master in Teaching Program

City University, Everett

September 3, 2007


Lesson 1


Guided Reading: Visualizing





Essential Question: How can visualizing help us understand what we are reading?


Social Studies:

EALR 3: Critical Thinking Skills.

Component 3.1: Understand and apply critical thinking and problem solving skills to make informed and reasoned decisions.



EALR 1:  The student understands and uses different skills and strategies to read.

EALR 2: The student understands the meaning of what is read.

Component 2.1: Demonstrate evidence of reading comprehension.

2.1.6 Apply comprehension monitoring strategies before, during, and after reading: monitor for meaning, create mental images, and generate and answer questions.

          Monitor for meaning by identifying where and why comprehension was lost and use comprehension-repair strategies to regain meaning.

          Generate and answer questions before, during, and after reading.

          Draw, write about, or verbally describe the mental imagery that occurs while reading.

          Organize images and information into a graphic organizer with teacher guidance, to enhance comprehension of text (e.g., add information to a partially completed organizer).



EALR 3: The student writes clearly and effectively.

Component 3.1: Develops ideas and organizes writing

3.1.1 Analyzes ideas, selects topic, adds detail, and elaborates.


The Arts:

EALR 3.  The student communicates through the arts.

Component 3.1: Use the arts to express and present ideas and feelings

          Express personal ideas and feelings through the arts

Component 3.2: Use the arts to communicate for a specific purpose

          Create and/or perform an artwork to communicate for a given purpose with instructor direction


Behavioral objective:

1.        The third grade students will bfamiliar with the compThe third grade students will visualize the descriptions and events in texts and describe how this strategy helps enhance their comprehension




The class is made up of 25 students.  There are 12 male and 13 female students in the class.  There are two ADHD students and four students have a learning disability with reading.  There are two students who are English Language Learners.  There are also two students that are gifted.  The classroom is arranged in group seating, there are seven groups of four students.  To help the ADHD students and the students with learning disabilities, the teacher will move around the classroom, the teacher will pace the lesson to help them comprehend what is being taught, and the teacher will use multiple modes of teaching by using visuals, handouts, and telling the students what needs to be done.  To assess for prior knowledge of students the teacher will have a running record of the students reading and writing ability. 



The classroom rules were created by the students and the teacher at the beginning of the year.  The rules are: respect others, listen and follow directions, use kind words/actions/ and manners, hands/feet/objects to self, use appropriate voice level.  To manage the classroom the teacher will monitor the whole class.  The teacher will be consistent with rules.  The teacher will keep interventions brief, clear, and firm.  The teacher will also use statements that preserve student’s dignity.  There is a star system in place for rewards for good behavior.   This lesson does not use technology.  Family involvement is not needed to complete this lesson.  




To the whole class the teacher will explain what visualization is.  The teacher will ask students to remember their favorite place and to thing about this place by closing their eyes and seeing it.  The teacher will then have the students open there eyes and have two or three students that would like to share what they saw, do so.  Then the teacher will tell the students that this is what visualizing is.  The teacher will then show the students the poster on visualizing (see attached).  The teacher will then read this passage from Sara Plain and Tall while the students close their eyes and visualize.

         "There is wind here," said Caleb happily. "It blows the snow and brings tumbleweeds and makes the sheep run. Wind and wind and wind!" Caleb stood up and ran like the wind, and the sheep ran after him. Sarah and I watched him jump over rock and gullies, the sheep behind him, stiff legged and fast. He circled the field, the sun making the top of his hair golden. He collapsed next to Sarah, and the lambs pushed their wet noses into us. [From Sarah, Plain and Tall by Patricia MacLachlan (HarperTrophy, 1987).]

Then the teacher will ask the students if they could see what was going on.  Then the teacher will read another passage this time from One Tinny Turtle

          After reading this passage the teacher will ask the students to each draw a picture of what they visualized while listening to the passage.  Then the students will share with a partner what they have drawn.  Then the students will divided into four reading groups.      



Comprehension helps students become successful, independent readers. Strategic reading allows students to monitor their own thinking and make connections between texts and their own experiences






Large group:

     Direct instruction



Small group:



     Guided Reading










The teacher will use direct instruction when explaining what visualization is.

The students will have the opportunity to share with the class what they see when they think about their favorite place. 


The students will also be using Think, Pair and Share as a small group activity.  This will be done to relate the larger knowledge base and comparing and contrasting each others experiences in pairs.

The students will be dividing into reading groups and working with the teacher to further develop visualization strategies with the teacher reading books at their own level.




The students will draw a picture of what they visualized during the reading in the large group and during their guided reading groups. 



Students will actively engage in their own learning by…

  1. Visualize their favorite place.
  2. Listening to passages and visualizing what it looks like.
  3. Drawing a picture for one of the passages.
  4. Sharing their picture with a partner.
  5. In guided reading groups the students will read a story together.
  6. Read the book quietly to self.
  7. Drawing a picture of one of the passages.
  8. The groups are all reading a book by Roald Dahl because we are doing a class author study.  The groups each have a book based on their ability, they are:
    1. The Minpins.  This is for the lowest group or green group.  This group is made up of the four students that have learning disabilities in reading, one of the English language learner, and one of the students that has ADHD and is having some struggles with reading.  Along with visualization skills this group will also spend time on phonemic awareness.
    2. The Enormous Crocodile.  This is the lower of the middle group or the orange group.  This group is made up of seven regular education students and one student that is an English language learner.  This group along with studying visualization will also be working on fluency.
    3. The Twits.  The blue group is the higher of the middle groups.  This group is made up on seven general education students and one student that has ADHD.  This group will be working on vocabulary instruction along with visualization.
    4. George’s Marvelous Medicine.  This is the highest group or the yellow group.  This group is made up of four general education students and two students that are in the gifted program.  These students are ahead of their grade level, but they will, along with working on visualization, also be focusing on vocabulary instruction. 
  9. Sharing with the group their drawing and how it helps them to understand the story.
  10. While other groups are meeting with the teacher one group will be in a visualizing center while one person will describe an object that is a brown paper bag and the other students will try to draw a picture by listening to the description.  There will be about 10 items so that they can be working on this for as long as it takes the guided reading group to finish.
  11. Another group will have items in a bag also.  This group will be working individually with their own bag.  They will be feeling the item and without looking decide what is in the bag.  Once they have decided that they know what their item is, and then they may look to see if they were correct.  Then they should switch with someone else in their group to decide again.  
  12. The other station will be individually writing “newspaper articles” that describe the importance of visualizing.    


To monitor the class and their learning the teacher will walk around the classroom to see if the students are on task.  The teacher will regularly assess for students learning through general questions.  Students will be asked if they have any questions related to the material.  The teacher will also listen in on group conversations to monitor their understanding.   



The newspaper articles will be collected and made into a class newspaper to be sent home and shared with their families.  At the end of each students’ newspaper they will attach their drawings that they made to demonstrate the importance of visualizing.  



The teacher will use the drawing and the students’ explanation of their drawing in their small group to assess the students understanding of using visualizations.  The teacher will also use the students “news article” on the importance of visualization to assess for the students understanding of the concept.    


The following day they student’s will be discussing reading comprehension and sequences.  At the start of that lesson the teacher will ask the students what the remember about visualizing.    



Were my objective(s) appropriate for my students?  Were the procedures I used as effective as they might have been?  Did I adequately accommodate learner’s needs?  Were demonstrations relevant to student learning?  Did the teacher provide relevant examples to enhance student learning?  What was done well by the teacher?  Would the teacher do this lesson again?



(09/03/2007 ). Guided Comprehension: Visualizing Using the Sketch-to-Stretch Strategy. Retrieved September 3, 2007, from ReadWriteThink Web site:

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