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PSD Disciplinary Literacy Plan

Year Two

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Disciplinary Literacy Goal:

Reach for Deeper Waters

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PSD Lit Coaches

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My Goal

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Visualize and Create Sensory Mental Images

TERM TWO

Comprehension Processes Characteristic of Proficient Readers

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Questions to be answered

  1. Can you quickly and simply clarify for me what this comprehension process involves?
  2. What is my learning target?
  3. What standard(s) does this comprehension process address?
  4. What resources are available to help me help students develop this comprehension process in my classroom?

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“Nothing ever becomes real ‘til it is experienced.”

John Keats

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Synthesize

Time to…

  • ...process.
  • ...make adjustments.
  • ...refine and perfect.
  • ...make it your own.

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What is it?

a simplified refresher

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Wise readers use their “senses” to help

“make sense” of texts.

TEXT

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As an insider, what visualizing techniques do you use to help you process information?

Reflective Question

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Show students ways in which they can use their senses to help them better understand a text.

Learning Target

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What standards are addressed by this comprehension process?

International Reading Association

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IRA (International Reading Association) Standards for the English Language Arts

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Standard #1: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

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IRA (International Reading Association) Standards for the English Language Arts

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Standard #3: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound–letter correspondence, sentence structure, context, graphics).

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IRA (International Reading Association) Standards for the English Language Arts

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Standard #12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

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How can I help students develop this comprehension process in my classroom?

Ideas and Resources

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“I think; therefore, I am.”

Rene Descartes

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Visualize and Create Sensory Mental Images

TERM TWO

Comprehension involves breathing life experiences into the abstract language of written texts. Proficient readers use visual, auditory, and other sensory connections to create mental images of an author’s message.

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Literacy TA Resources

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Use graphic organizers as scaffolds to help students image and process

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When reading discipline-specific materials, some readers struggle to apply their visualization skills to expository text structure and information. By utilizing graphic organizers, readers are more likely to “see” the concepts of an expository text in a way that supports meaning making.

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Formative Assessment

  • The research of Robert Marzano discovered that students need words and a visual of a concept to truly understand it.
  • Therefore, after reading or a discussion, ask learners to draw a symbol to illustrate the most important concept being taught.

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Sketch to stretch

  • Students respond to a reading by sketching an image that connects them with the text.
  • Teachers can have students draw after an oral reading or after a period of independent silent reading.
  • Students are encouraged to discuss the sketches with their peers.
  • Although this technique is often used to aid comprehension, it is also an effective strategy in promoting student engagement and connecting students to literature and other texts on a more meaningful level.

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Other Ideas for Creating Sensory Images

  • Interpret photographs, political cartoons and other visuals.
  • Draw symbols as a mnemonic device to remember vocabulary.
  • Write music of varied tempos to understand mood.
  • Draw illustrations from text to process and check facts to improve comprehension.
  • Use graphic organizers to sort details from main ideas in predetermined ways.

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Other Ideas for Creating Sensory Images

  • Utilize mind mapping to make connections, which helps information go into long-term memory.
  • Create song lyrics or a jingle to summarize a text or story.
  • Rewrite the text as a newscast to explore characters’ dialogue, motivation and perspective.
  • Turn the text into a cartoon or graphic text which requires students to condense all ideas to the very essence of meaning.

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What is expected of me as far as the PSD Disciplinary Literacy Plan is concerned?

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PSD Lit Coaches

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