To begin the lesson we recap what we have read previously and go over what we have learned so far. I do this by asking a student to give a "thirty second rundown." During the rundown time I ask a student to summarize the chapter in thirty seconds. Now I just call out a chapter and then a student to give the rundown.
Now that we have gone over our previous learning, we can begin reading our chapter. I explain that I will be reading and stopping today quite a bit. I am going to stop while I read because I want them to learn a new skill. So they need to stay with me so they can be prepared to reread and learn the new concept. I will also stop like I normally do to check for understanding and ask good questions that help me connect to my reading. I find telling the class this helps them understand that this is what good readers do in their head, but I will do it aloud.
I begin reading and then stop to ask questions, in order to check their understanding. When we get a few paragraphs into the chapter, the author begins to use great imagery. In this part I ask them to reread a particular paragraph and list all the ways the author uses words to describe the scene. Similar to CLOSE reading, I now model what I asked them to do. I reread the paragraph and then add words that helped me visualize the scene.
With the first example behind us, we are going to continue this process as we read. I will continue to bring their attention to specific paragraphs and have them reread to respond. Once they have reread, I will ask them to write the words that help us visualize onto their white board. As a class, we will discuss what they chose.
As we continue to read, I will reinforce with modeling. The process will remain the same to build the concept. At the end of the chapter, we will discuss what they learned about imagery in a class discussion.