Veer into Visualization
Reading to Learn Design
Rationale:
We all start school learning to read, but as we progress, we read to learn. This is a crucial skill because so much more knowledge is made available to us as we read to learn. As we read, it is vital that we comprehend texts, understand what the message is about, and gain knowledge. Visualization is a valuable technique that assists in reading comprehension and plays a huge role in bringing reading to life. Visualization is the process of imagining pictures or scenes as you read the text. Students may be accustomed to reading picture books that add information to the story, so it is important to visualize with expository texts in order to assimilate the text with their own imagination and interpretations. This lesson will help students begin to visualize through modeling and practice, as we learn all about cars.
Materials:
-
Colored pencils and regular pencils
-
Copy paper
-
Lined paper
-
Rubric
-
Expository text about cars: https://kids.britannica.com/kids/article/car/352807
-
List of vocabulary words: convertible, engine, and safety
-
Practice paragraphs (passage)
-
Whiteboard
-
Dry erase markers
Procedures:
-
Say, “Today we are going to add a tool in our reading toolbox that will help us comprehend texts. What does it mean to comprehend something?” [Wait for replies.] “To comprehend something means to understand what it is saying in order to get the big picture. Do you ever see a long paragraph or article and get overwhelmed? Without being able to comprehend it, it is just a bunch of letters and words with no meaning. One way we can train our brains to help us comprehend when we read is to visualize the text. Visualizing the text means that we will make our own mental movie or images in our head as we read.”
-
“The article we are going to read today focuses on a certain type of machine. Does anyone want to take a guess of what this machine is?” [Let the students take a guess.] “We are going to read an article about cars! Cars are important, motored vehicles that so many of us use every day in order to get from place to place. Before we read the article, let’s take a look at some vocabulary words.”
-
“Before we read, let’s practice some of the vocabulary that will be in it. Who can tell me what a convertible is?” [Allow time for students to respond.] “A convertible is a car with a folding or detachable roof. I’ll use it in a sentence. On a hot summer day, Max picked me up in his cherry-red convertible. Now, help me finish the sentence. We should ride in the convertible when the weather is....”
-
“Great job! What does engine mean?” [Wait for responses.] “An engine is a machine with moving parts that converts power into motion. When you think of an engine do you think of a soft noise or a loud roar? Can you finish the sentence? The taxi driver revved up the engine when…”
-
“Excellent! Our last vocabulary word is safety. Does anyone know what safety could mean?” [Allow time for responses.] “Safety is the condition of being protected from or unlikely to cause trouble, risk, or injury. Safety is always important, especially when using cars. What is an example of safety in a car? Let’s finish the sentence. When practicing safety, we tend to… ignore directions, avoid danger, or never listen?” [Wait for responses] “Good job! When practicing safety, we tend to avoid danger.”
-
Next, pass out a piece of copy paper and lined paper to each student. Also make sure that each student has colored pencils and regular pencils to use at their table or desk.
-
“Now that you all have learned some vocabulary, let’s try a sample passage. I am going to read it out loud and tell you what I visualize as I read. Remember, this means that I am going to make a movie scene in my head of what I am reading. I want you to close your eyes as I read, and we can see if we visualize the same thing.” [Read the passage.] “It is hard for anyone today to imagine what life was like before there were cars. Cars and other motor vehicles have made it easy for people to travel within a city or across a continent. They have also influenced where people live. People once had to live near their jobs, but now they can live farther away and drive to work.” [Give students a few seconds to process what was read.] “Everyone, open your eyes. Who would like to share what they pictured in their mind as the passage was read?” [Allow time for students to share.] “Those are great images of the text! I visualized people walking and riding horses before cars were invented.” [Draw out the scene on the whiteboard as you describe it] “A car is driving across the United States from one state to another. I also pictured some houses close to work (school) and some houses further from work (school).”
-
“You are all doing a good job! Let’s do some more practice. I want you to visualize as I read. Just like last time, I want you to close your eyes.” [Read the passage] “Automobile safety is a continuing issue. Early cars were very dangerous to ride in. Since then, car manufacturers have worked to create safer cars.” [Give students time to process what was read.] “Everyone, open your eyes. What were some problems that you visualized in the text with safety in cars?” [Allow time for students to share] “What did you visualize for ways we have safety in cars?” [Allow time for students to give responses of what they visualized] “Those are great images of what was read! You all have just showed me that you are able to visualize problems in the text, as well as solutions.”
-
“Do you see how our visualizations may have been a little different, but we all had similarities? That’s what’s so fun about reading! Your visualizations can be creative and differ from the person next to you, but you do have to base them off of what you read. No one should have pictured a tiger wearing a bow tie because the text didn’t say anything about that. However, it is okay if you didn’t picture people riding horses before cars were around.”
-
Next, give students a copy of the article. Give instructions and a booktalk. “I want you guys to practice your visualization skills by reading the article ‘Car.’ We live in a world where transportation is often taken for granted and we do not realize how important the motored vehicles that get us from place to place are, specifically cars. There is so much to know about the vehicles that we use daily. What parts make up a car? What types of cars are there? How do cars actually work? What is the history behind cars? You’ll have to read to find out!”
-
“Now, fold your copy paper in half, and then fold it in half again. When you open your piece of paper up, you should have 4 boxes, one box for each section in the article: types of cars, parts of a car, how cars work, and the history of cars. Draw and color at least one picture from each section after you read. You will get to bring your visualizations to life! On your notebook paper, write down why you visualized this picture and how it relates to the article. You can include information from the text. Also, let me know how picturing the text helped you understand what it was about. I also want you to answer these comprehension questions on your notebook paper.” [Write the comprehension questions on the whiteboard.]
Assessment
The teacher will grade the students’ drawings and reflections based on the rubric below. There will be a total of 10 possible points.
___/ Did the student draw four pictures? (2 points)
___/ Do the pictures directly relate to the passage? (2 points)
___/ Do the pictures accurately depict the meaning of the passage? (2 points)
___/ Did the student include descriptions about each picture? (2 points)
___/ Did the student include key details from the passage in their description?
(2 points)
This focus of visualization helps readers gain comprehension skills. Below are some comprehension questions that can help you determine their level of comprehension:
1. How do cars differ in their shape and body?
2. What are the bodies of cars made of?
3. What kind of engine are most cars powered by?
4. What system are the wheels of a car part of?
5. Why can oil cause problems?
6. What was the first automobile like?
Resources/References
Alexandria Miller, Visualizing Like No Otter
https://anm0054.wixsite.com/lessondesigns/reading-to-learn
Britannica Kids, Car
https://kids.britannica.com/kids/article/car/352807
​