Personal tools

Build Mastery: Visualization

From FreeReading

Jump to: navigation, search
Lesson Type: Build Mastery
Grade: K, 1, 2, 3
Group Size: Individual, Pairs, Small Group
Length: 15 minutes
Goal: Given a book, students will use words from the text to visualize different parts of it.

Materials: Fictional leveled readers, Text/Image Chart graphic organizer (print here)

What to Do


Make copies of the Text/Image Chart for each student.


1. Explain the lesson.

Today we will apply what we have learned about visualization to a book. You will choose a leveled reader and complete a Text/Image Chart while you read.

2. Tell students how to complete the Text/Image Chart.

In the Text boxes you will write words from the book that help you make a picture in your head. In the bubble next to it, under the word Image, you will draw a quick sketch of what the words help you imagine. You can focus on the five senses to help you choose words from the story. Think about seeing, hearing, touching, smelling, and tasting.


3. Students read the book and complete their Text/Image Chart graphic organizers.

4. Make sure that the students have chosen appropriately leveled books and monitor their completion of the graphic organizers.

5. Make sure students consistently draw upon descriptive words from the story to help make their images. Ask students questions like:

What words tell us how the character feels? What words tell us what the character looks like? What words tell us what the character is doing? What words tell us what the setting looks like? What do these words remind you of?


For Advanced Students:

Encourage these students to write down extra visualizations. You might also ask these students to draw a quick sketch of the main character and the general setting based on their visualizations from the whole book.

For Struggling Students:

Some students may struggle with visualizing independently. In this case, it is helpful to choose the same leveled reader for all students and have them read it together in a small group. You may pause after every few sentences to allow students to reflect on the imagery in those sentences.

For ELL Students:

Make sure these students know the meaning of any key vocabulary or concepts. You may choose to bring in props that have to do with the descriptive words found in the leveled readers. For example, you could bring in a cotton ball for the word fluffy. This concrete representation will help ELL students understand unfamiliar descriptive words and use their meanings to create images.

Related activities