![]() ![]() When readers draw on their knowledge and experiences to see pictures in their minds, they are engaging in visualization. ![]() Encourage student to “see” passage as a motion picture and how he pictures the story unfolding in his mind (using HOT questions to prompt).“Graduate” to HOT questions as visualizing becomes automatic.Ask student to record in notebook visualizations as he reads (using the “Make Connections” questions to prompt). ![]() Visualizing notebook (for the older student):.Conference with the student to talk about illustrations and to ask the “Basic Visualizing Questions.”.Ask student to pause while reading to draw an illustration of the passage.Create a story picture book (for the younger student):.VISUALIZING FOR COMPREHENSION STRATEGIES: What do you think the character will do next?.What would you do if you were in the character’s situation?.For HOT Questions: (visualizing skills allow readers to think more critically about the text & empathize with the characters) What did you see for where the events happened?.What did you see when you read the passage?.Visualizing for comprehension questions: As visualizing becomes more automatic for the reader, begin using text with less pictures & ask higher order thinking questions that will prompt deeper levels of visualizations.Begin with short passages, or you can stop frequently during a colorfully illustrated story to ask visualizing questions.Just as the Orton-Gillingham Approach is sequential, so too should our strategies for comprehension.Creating mental images, as if watching a movie while reading, is important in reading comprehension because the reader is able to glean a deeper understanding of the story that will target long-term memory.Visualizing for comprehension means to formulate pictures in our minds based on the activities in a story. ![]() The images emerge from all five senses as well as the emotions and are anchored in a reader’s prior knowledge.” – Keene and Zimmerman, Mosaic of Thought After they have success with this, have them draw a picture at the start of the text and then once they concluded with the work.“Proficient readers spontaneously and purposely create mental images while and after they read. Visualizing a story often start with asking them to draw a picture that might best accompany the text. After they are comfortable doing this asking them to read into the text a bit and understand the context that surrounds it is not a huge leap. A good way to jump start this is to ask them how the text made them feel and some questions they may have about it. Inquiry is something that many students will not be comfortable with, at first. Some more advanced tactics include encouraging students to make inferences and visualize what they have just been exposed to. I find that asking students to write their own questions is a valuable tactic to elicit higher level thinking skills. Doing this often with your students will make your life much easier as a teacher. Modeling the process of how to answer questions pays off big dividends for students. A valuable skill that teachers can help students develop is how to approach answering these questions. Yes, answering questions about what you have read can help a great deal. The basic reading comprehension notion flows into questioning. Each of the groups must explain their text to the other groups. I like putting this in motion by using reading groups. The overall goal is for them to be able to retell the story to other students. Once they have a good handle on the work, we can they get a bit more abstract and ask them to identify the setting(s) and themes of the work. At each portion, we ask them to identify the main points of the work. Students will read a work and then we ask them to identify the beginning, middle, and end of text. The main idea technique is helpful when working on lengthy texts. This creates a twist and turn approach to tackling text. Then as we proceed to read, we revisit that initial prediction. We begin by reading the introductory portion of the work and then stop and discuss with students where they feel the story is headed. The technique I like to explore first with students is making predictions. The general approaches that teachers often start out work on building off of the student’s prior knowledge. Teachers should retrace the students took to get to where they are and point out any missteps they find along the way. Providing feedback in a proactive manner is critical. The pivotal piece comes when teachers evaluate how students do with each strategy and provide them with valuable feedback. It works best when teachers model the strategy first and then let students loose to practice it. In order to learn what works best for individual students is not always a straightforward practice. Common Reading Strategies to Explore with Your Students ![]()
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