I like this book because the images are very clear and fanciful. I think my kids related to this story because we live in a big city and it's loud! They identified with the boy trying to find a quiet place and really enjoyed creating an image of their own quiet place in the end.
**"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.
The third time that I taught this lesson, I changed things up a bit. I used a different book called, Hello Ocean, by Pam Muniz Ryan. Instead of the worksheet, I stapled 9 1/2 sheets of blank paper together and the kids made an imaging book. They really seemed to enjoy doing that more than the worksheet. Here's the kids' book cover, sample page 1, a 2nd sample page, and sample page 3. This is what the completed whiteboard looked like.
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
Modeling (read and cover the illustration until after the kids draw the image)
Read and prompt as necessary
Explain the task
Share your ideas
Scaffolding and Special Education: This lesson could be scaffolded up or down, depending on student ability.
Students with academic challenges may need help with writing words that they hear with the figurative language. They should be able to create images, but will probably need help spelling. I usually write the words on the board for prompting.
Students with higher language should be able to identify more of the language, but also create figurative language to create and describe their own image. Challenge them to use onomatopoeia and simile.