*I chose this book because it has GREAT opportunities for imaging. The kids really enjoyed thinking about how the plant went through the cycle of life and the images of the house, kids, and tree growing old spurred some nice comments about about the passage of time. We are studying plants in science, so it's a nice tie-in as well. The text is mid-2nd grade, although I chose to read it aloud because the language is simple, yet beautiful.
** "Imaging" is the term that my district uses for "visualizing". In order to stay true to the district expectations, I'll continue to use this verbage. Visualizing is a critical skill for 2nd graders because they need to 'go deeper' in the text. By visualizing as they read, they are creating and tweaking images in their minds as they actively read. This kind of 'close reading', forming images using text, verifying and changing those images, and ultimately comparing their images to the author, creates critical readers and deepens comprehension.
Underlined words below are lesson vocabulary words that are emphasized and written on sentence strips for my Writing and Reading Word Wall. I pull off the words off the wall for each lesson, helping students understand this key 'reading and writing' vocabulary can be generalized across texts and topics. The focus on acquiring and using these words is part of a shift in the Common Core Standards towards building students’ academic vocabulary. My words are color coded ‘pink’ for literature/’blue’ for reading strategies/’orange’ for informational text/'yellow' for writing/’green’ for all other words)
Bring students to a common starting point
I am working on imaging/visualizing throughout this unit by helping students realize that this powerful reading strategy can really deepen comprehension. Take a look at some of my other lessons, utilizing the 'Imaging/Visualizing' poster mentioned in the materials section: Pictures in the Snow-Imaging, Picture This-Lost and Found on a Mountain, Oh No! Duck for President-Imagine That!, Extend Your World, and Imagine What An Inchworm Would Say.
Set the purpose
Review the concepts
Set the purpose
The flavor of this Standard is that students use text and illustrations to understand better. (RL.2.7) Give them time to digest the words and emphasize the beauty of the simple text. Too often, kids read to find an answer - there are no 'answers' here, just beautiful text that creates images in their minds. This activity allows them to step away from writing and multiple choice questions to some 'right brain' work. Allow them to see that the author and illustrator have a purpose - helping us step into another world with the text and illustrations.
Read and give students time to draw
* Instead of telling you exactly which pages to stop on, please take a few moments to decide what makes sense for you and your class. There are 8 squares for the kids to draw on, although you don't have to use all of them. You may find the kids are very interested in certain illustrations (such as the broken down house or tire swing) that they have a connection to. Those are the opportunities for the best images.
Explain the project
Complete the project
Scaffolding up or down You could scaffold this lesson for students of all ability levels. If you're reading for your students, they should be able to create images, even if their drawing ability is not the best. It was nice to be able to step away from text and writing to use some imaging to improve comprehension.