Picture book and children responses – 1st grade (p. This adventure is portrayed without words, but tells quite an adventure. Visualizing with Wordless Picture Books Use the clues in the illustrations and combine them with the ‘missing pictures’ in our minds Making pictures in our minds helps us make meaning Good Dog, Carl by Alexandra Day Carl, the baby-sitting Rottweiler, is asked by the mother to watch the baby while she goes out shopping. Visualizing from a Vivid Piece of Text Choose a text that has specific nouns and compelling descriptions Books can have a strikingly visual way of writing How big should your group be for demonstrating? Small or Large group Charlotte’s Web by E.B. Inferring while reading helps students to develop skills necessary to think about their own reading. Inferring creates sophisticated readers that can look beyond the events of the student or text on a page to a global view. With each confirmed inference they become eager to continue reading. Students enjoy reading more when they comprehend the text. Inferring leads to more engagement with the text. Inferring while reading makes reading more personal and therefore more meaningfulġ0 Benefits of the Inferring Reading StrategyĪccurate inferences produce a better understanding of the text and a grasp of the author’s meaning of the whole picture Rather than simply decoding words, the students can recognize an implication and draw it to its logical conclusion, resulting in fewer gaps in comprehension. 131) *Reading between the lines*ĩ When you infer, you go beyond the surface details to see other meanings the details suggest or imply Read a short text Describe (thinking aloud) images seen in your mind Encourage students to participate while reading a very descriptive piece Students draw pictures as they listenĪllows readers to create mental images from the words in the text Heightens engagement within the text Enhances meaning with mental imagery Stimulates imaginative thinking Enables readers to place themselves in the story Improves literal comprehension of narrative/expository Increases ability to elaborate on characters, scenes, actions and ideas Heightens enjoyment of reading Improves reading scores on standardized testsħ Inferring “Involves the merging background knowledge with text clues to come up with an idea that is not explicitly stated.” (pg. “Visualizing personalizes reading, keeps us engaged and often prevents us from abandoning a book prematurely.” (pg. Text images from all 5 senses, as well as the emotions, are echoed by a readers prior knowledge.” (Keene and Zimmerman)Ĥ Visualizing When we visualize we create pictures in our mind that are our own personal images. Two very closely related reading strategies Visualizing strengthens our inferential thinking When we visualize, we are often inferringģ Visualizing “Proficient readers spontaneously and purposefully create mental images while and after they read. And suggest that if they have a hard time visualizing a passage, they should reread it and look up any unfamiliar words.1 How do I Teach Students to Visualize and Infer? Emphasize that creating brain movies requires reading carefully and attentively. Encourage students to continue conjuring movies in their minds as they read.Note how many people find that visualizing what they read helps them to understand and remember the subject matter.How are the characters like them or people they know? How are they different? How is the setting of the story similar to and different from their neighborhoods and places they have visited? Discuss how students' experiences helped them relate to the story and create their brain movies.Then ask for volunteers to share their favorite imagery or scene. When you are done reading, pause to let students finish translating the text into brain movies.Read with inflection and emphasis on striking language.Suggest that some students may find it easier to visualize if they watch you as you read, close their eyes, or gaze out the window. Recommend that as you read the selected passage, students create their own brain movies based on the text by imagining the characters, setting, and action.Emphasize that as we read or are read to, our imagination creates its own brain movie. Ask students to share examples of movies based on books they've read, and lead a discussion about the difference between reading the book and watching the movie.Introduce words or concepts that may be new to students before reading, and share photographs, websites, and other images to help set the stage.Select a book, poem, or reading passage with vivid, sensory-rich language to read aloud.
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