Visualization By: Kierstin, Brittany, Wendy, and Stephennie

What is visualization? Readers create visual representations of text either in one’s own mind or by reproducing them on paper or in other tangible forms. Students often imagine themselves in the story and the picture they are creating in their minds. Teachers sometimes ask students to close their eyes to help visualize the story or draw pictures of what they see. **Sign of a good visualizer: disappointed with the film version of a book and the actors performing as the characters.

Students learn to cite the text that inspires the visual images: ● Narrative Texts: Readers cite text that enables them to visualize people, events and places. ● Expository Texts: Readers cite text that enables them to visually organize key ideas in a text in a way that graphically displays their relationship

Key Features Why Important? ● Words in the text elicit mental images that make the text more memorable and aid comprehension. ● Students learn to cite the text that inspires the visual images. Ways to Teach: ● Story Boards (Tompkins, pages (6e)) ● Graphic Organizers ● Open Mind (Tompkins, pages (6e))

Connection? CCSS.ELA-LITERACY.RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting) CCSS.ELA-LITERACY.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). CCSS.ELA-LITERACY.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). CCSS.ELA-LITERACY.RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.

Day 1 The teacher will choose a small part of the book, The Miraculous Journey of Edward Tulane, and read it aloud to the students. -Instruct the students to close their eyes during the reading. -After the students will share with an elbow partner, what they imagined or pictured during the reading. Have a class discussion.

Day 2 After reading from the book The Miraculous Journey of Edward Tulane, the students will make a portrait of a character from the book. -The students will draw and color a portrait of the character’s face and neck. -Then the students will cut out the portrait and trace around it on a new page to create “thinking pages.” -The “thinking page” will hold the characters thoughts and feelings.

Day 3 -Students create a word map of the word “journey” -Learners work in pairs to create small symbols to help them remember each part of Edward Tulane’s journey. -Students split up into groups and each group is assigned a different section of the word map -Groups must find quotes from the text, Edward Tulane, to defend their section of the word map

Day 4 -Students are paired up and each pair is assigned a specific part of Edward’s journey. -Students work with a partner to create a comic strip of what Edward felt/tasted/heard/smelled during the particular part of his journey -Comic strip pictures are then described with quotes or words pulled from the text.

Adaptations As the teacher is reading, a teacher or an instructional aid can assist the student with comprehension of what is going on by using picture cues or using sign language. With verbal prompts and modifications such as giving choices, the student who needs modifications to tell their table partner what they know about the story

Adaptations An instructional aid can give 2 or 3 choices and ask the student which character they like. If needed they can be given visual reminders of each character. Then the student can draw the character like everyone else. If needed, a teacher or instructional assistant can assist the student in drawing it by having an already prepared picture and have the student color the picture. Students then could be given picture cues with the words of various feelings and thoughts.

Adaptations Day 3: The evidence can already be present on the word map; and so students can draw the pictures that correspond with the given textual evidence. It would break down the comprehension and allow students who need modifications to still understand that what they are drawing is being drawn directly from the story.

Adaptations Day 4: The pictures can already be drawn, but not colored; and so the student is still participating in the visual understanding of the story. In addition, the student who needs modifications can be still paired with a peer. An instructional aide or teacher can facilitate and prompt the peer to prompt and/or ask their partner what they feel, see, taste, etc.

Academic Language When I read the word ___, I visualized… I could see/feel/hear/taste/smell… I could feel… The words _____ helped me picture in my mind...