I chose this classic because I think that students should read award winning stories, such as this one. Although the boy's coat and some scenes are dated, the story is engaging and my kids related well to the concepts of playing in the snow. We had a good discussion about books that are favorites and classics. They kids were amazed at how 'old' this book was!
** "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 Reading & Writing 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)
Common starting point
The critical part of this lesson is to show students how the authors puts specific words into the text to describe and elaborate on characters. Using the imaging strategy allows them to be creative, but use the text to find evidence of how the characters change (RL.2.3). This kind of 'close reading', asking students to verify in the text to demonstrate understanding of character development, is a shift in the thinking for the Common Core Standards.
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: Imagine That-Make a Picture in Your Mind, 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.
Give the purpose of the lesson
Introduce strategy - teacher models
Practice strategy - guided practice
As students create images in their mind, they are using the text and ultimately the illustrations to add meaning (RL.2.7) and then comparing their perceptions to the author's illustrations. The shift in Common Core standards requires the students to actively read and take ownership of their reading to facilitate their learning process by being active participants in their own learning.
Set up Task
Read through the text
Share what you know
Scaffolding and Special Education: This lesson could be scaffolded up or down, depending on student ability.
Students with learning challenges may need to work with the teacher or partner. They may need some help thinking of vocabulary to describe the words and for spelling.
Students with greater ability should be able to read the text and choose some of the higher level vocabulary to describe their image. Have them go beyond 'fun' and 'snow', to 'freezing' or 'chilly' or even 'frigid'.