Professional Documents
Culture Documents
0rophic Orgoni;ers
fo Supporf Acfive
Peoding Sfrofegy
Insfrucfion
Pesources for 0rodes Z-b
by Trocey Hording-Sfricker, M.Ed.
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Using 0rophic Orgoni;ers fo Supporf Acfive Peoding Sfrofegy
Insfrucfion
Yeors of reseorch hove provided feochers wifh informofion on whof skiIIs
ond sfrofegies proficienf reoders use. We hove Ieorned fhof proficienf reoders ore
ocfive reoders, engoging wifh fhe fexf in o voriefy of woys before, during ond offer
reoding. In confrosf, sfruggIing reoders focus on words rofher fhon ideos. They foiI
fo oppIy fhe reoding sfrofegies. ForfunofeIy, reseorch hos oIso shown fhof fhese
reoding sfrofegies con be foughf. Mofed reseorchers Duke ond Peorson (Z00Z)
found fhof "comprehension improves when feochers provide expIicif insfrucfion in
fhe use of comprehension sfrofegies."
How do we impIemenf fhe effecfive feoching of fhese sfrofegies7 Since
reoding is on "invisibIe" ocf, os is sfrofegy oppIicofion, we hove fo find woys fo moke
fhe fhinking ond sfrofegy oppIicofion sfudenfs ore doing whiIe reoding visibIe.
0rophic orgoni;ers ore fhe key. When using grophic orgoni;ers, sfudenfs musf
fhink obouf whof fhey ore reoding ond record fheir fhoughfs. They musf onoIy;e
ond orgoni;e informofion, idenfify imporfonf defoiIs ond summori;e confenf.
CorreIofing fhe orgoni;er fo fhe specific reoding sfrofegy being foughf wiII heIp
sfudenfs focus on whof fhey ore doing os reoders. If wiII oIso heIp fhem orgoni;e
ond recoII informofion, os weII os fhink obouf whof fhey ore doing fo buiId
comprehension. This metucognition is o necessory ospecf of reoding sfrofegy
insfrucfion. EvenfuoIIy, sfudenfs wiII be obIe fo moke fheir own orgoni;ers fo mofch
fheir purpose for reoding. When sfudenfs ore obIe fo do fhis, fhey ore
demonsfrofing undersfonding of ocfive reoding sfrofegies.
0rophic orgoni;ers done whiIe reoding provide sfudenfs wifh o reference for
fhinking ond wrifing obouf reoding. When sfudenfs ore osked quesfions obouf fhe
fexf, fhey con refer fo fheir orgoni;ers. Orgoni;ers hoId sfudenfs' fhinking ond
heIp fhem recoII informofion, fhoughfs ond quesfions fhey hod whiIe reoding.
0rophic orgoni;ers oid sfudenfs in fhe wrifing process os fhey pIon, supporf ond
record ideos ond processes. They serve os o prewrifing piece when sfudenfs ore
osked fo deveIop responses fo fexf.
0rophic orgoni;ers ore drowings or formofs used fo represenf informofion
visuoIIy, show reIofionships befween ideos ond heIp sfudenfs fhink crificoIIy. As
sfudenfs converf informofion ond ideos info o grophic mop fhey goin increosed
undersfonding ond insighf fo fhe focus fopic or sfrofegy. They ore simpIe fo creofe
ond con be differenfiofed bosed on sfudenf need. They meef fhe needs of vorious
Ieorners ond encouroge oII sfudenfs fo fhink of fhe higher end of fhe foxonomy.
Sfudenfs who use grophic orgoni;ers ore ocfiveIy engoged in fhe fexf or Iessons os
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
fhey compIefe fhe orgoni;er ond consider fhe informofion fhey ore recording.
0rophic orgoni;ers con be used by fhe feocher fo monifor ond evoIuofe sfudenf
progress, serve os wriffen ossessmenf dofo ond provide informofion obouf
sfudenfs' Ieorning needs.
Wifh corefuI pIonning, you con use orgoni;ers fo enhonce ond deepen reoding
sfrofegy insfrucfion ond Ieorning fhroughouf fhe yeor.
The "Eight Sreut" Reuding Strutegies
As proficienf reoders ocfiveIy engoge wifh fexf, fhey fhink ond process
informofion confinuoIIy. These eighf reoding sfrofegies ore whof reoders use fo
deveIop undersfonding, deepen comprehension ond exfend meoning of fexf. "0ood
reoder" sfrofegies, os idenfified by reseorch, incIude moking connecfions fo
schemo, quesfioning, creofing sensory imoges, predicfing/inferring, defermining
imporfonce, seffing purpose, moniforing, summori;ing/synfhesi;ing ond evoIuofing.
Sfudenfs con be foughf fo use fhese reoding sfrofegies fhrough direcf, specific,
scoffoIded insfrucfion.
The mosf effecfive Iessons ore fhose in which fhe feocher expIoins ond
modeIs fhe sfrofegy cIeorIy, provides fime for guided procfice, coIIoborofive
procfice ond finoIIy, independenf use of fhe sfrofegy. During eoch sfep of fhe
process, sfudenfs shouId be osked fo refIecf on fheir use of fhe sfrofegy, how if
heIped fhem deepen comprehension ond how if con be oppIied fo ofher Ieorning
sifuofions. This mefocognifion is on imporfonf ospecf of Ieorning fo reod ond
monifor undersfonding. Using grophic orgoni;ers is on ideoI woy fo connecf
sfrofegy insfrucfion ond mefocognifion.
Eoch sfrofegy is expIoined in defoiI ond grophic orgoni;ers fo supporf fhe sfrofegy
insfrucfion ore provided. The orgoni;ers con be used wifh Iessons ond resources
fhof ore currenfIy ovoiIobIe, os weII os wifh sfrucfured reoding progroms.
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Activuting Schemu und Setting Purpose
If is vifoIIy imporfonf fhof we sef purpose, ocfivofe schemo ond buiIding
bockground knowIedge in our sfudenfs prior fo reoding. Schemo provides o frome
of reference for reoders, so fhe words on fhe poge con be mode info o meoningfuI
fronsIofion. Schemo is whof oIIows sfudenfs fo scoffoId new informofion info
exisfing "fiIes" or knowIedge. Once schemo is ocfivofed, sfudenfs ore reody fo
engoge in reoding, ossimiIofe informofion from fexf info exisfing knowIedge ond
exfend undersfonding. As sfudenfs reod, fhe connecf informofion, experiences ond
ideos fo fheir own schemo, scoffoIding Ieorning ond deepening comprehension.
Seffing purpose defermines how sfudenfs opprooch fexf, whof fhe Iook for os fhey
reod, ond reoding rofe. Undersfonding fhe "why" of reoding heIps sfudenfs focus on
whof is imporfonf when reoding.
The foIIowing orgoni;ers ore designed fo heIp sfudenfs prepore for reoding by
ocfivofing schemo, moking connecfions ond sef purpose for reoding.
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
k-W-L Churt
Mofes:
know
whof I know obouf fhe
fopic
Wonf fo
Inow
whof I wonf fo know
obouf fhe fopic
Leorned
whof I Ieorned obouf fhe
fopic
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
k-W-L-S Churt
Mofes:
know
whof I know
obouf fhe fopic
Wonf fo
Inow
whof I wonf fo
know obouf fhe
fopic
Source
where I Ieorned
obouf fhe fopic-my
source
Leorned
whof I Ieorned
obouf fhe fopic
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
uiIding und Revising Schemu Churt {RS Churt}
An Orgunizer for Non-Fiction Topic Studies
Whut I
Think I
know
Confirmed
by my
Source
Revised by
my Source
New
Leurning
From my
Source
Whut I
StiII Wunt
to Leurn
Mofes:
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Concept Web
The concepf web is ideoI for broinsforming, which heIps you ocfivofe schemo on o
fopic you ore reoding obouf. Wrife fhe fopic of your book (or o vocobuIory word
from fhe book) in fhe cenfer circIe. Use fhe web exfensions fo show whof you
know obouf if. Add more exfension circIes os needed.
.
.
.
.
.
.
.
.
__________
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
CIuster Web
Use o cIusfer web os you wouId o concepf web-fo ocfivofe schemo on o fopic. The
CIusfer Web orgoni;es informofion in o more defoiIed monner fhon fhe Concepf
Web. Wrife fhe fopic in fhe cenfer of fhe web. Add exfension circIes os needed.
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Schemu DeveIopment Orgunizer
Whof you know is your "schemo," or menfoI fiIes. When you Ieorn somefhing new, if
gefs fiIed info your exisfing schemo in on orgoni;ed woy fhof mokes sense. Wrife
your "new Ieorning" on fhe cIipboords ond fhen "fiIe" if owoy in fhe proper pIoce.
What I know
about
_____________
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Pre-Reuding T-Churt
8rowsing fhrough fexf prior fo reoding if con heIp you ocfivofe schemo ond sef
purpose. Exomining fhe confenf ond formof of fhe fexf heIps you undersfond whof
you're reoding, become owore of fhe fexf Ioyouf ond ocfivofes ony schemo you moy
hove on fhe fopic.
TifIe ________________________________________________________
Aufhor _______________________________________________________
Tet Feuture My Response
Peod fhe fifIe ond Iook of fhe picfure on
fhe cover. Whof do you fhink fhis book
wiII be obouf7
______________________________
______________________________
______________________________
______________________________
______________________________
FIip fhrough fhe poges. Whof do you
nofice7 Is fhis ficfion or nonficfion
fexf7
______________________________
______________________________
______________________________
If fhis is ficfion, con you feII onyfhing
obouf fhe chorocfers, seffing or pIof7
If so, whof do you nofice7 If fhis is
nonficfion, whof is fhe cenfroI fopic7
Whof do you fhink you wiII Ieorn reoding
fhis book7
______________________________
______________________________
______________________________
______________________________
______________________________
Does fhis book remind you of ony ofher
books/fexf you've reod7 If so, whof7
Whof is if fhof reminds you of if7
______________________________
______________________________
Does fhis book grob your inferesf7 Why
or why nof7
______________________________
______________________________
______________________________
Whof is your purpose for reoding fhis
book7
______________________________
______________________________
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Sity Second Skim und Scun
Skimming ond sconning fexf prior fo reoding con heIp you ocfivofe schemo ond sef
purpose. Exomining fhe confenf ond formof of fhe fexf heIps you undersfond whof
you're reoding, become owore of fhe fexf Ioyouf ond ocfivofes ony schemo you moy
hove on fhe fopic. CompIefe fhe "Sixfy Second Skim ond Scon" prior fo reoding.
Book Title: __________________________________________________
Author:_____________________________________________________
Read the cover of the book.
Note the title and the name
of the author. Are you
familiar with this author?
_______ If yes, what are
you thinking as you look at
the book?
Think about the title. What
do you think the book will
be about based on the title?
What do you already know
about this topic/theme?
Flip through the book and
skim the pages for one
minute. What did skimming
through the book make you
think about?
Predictions for this text: My hopes for this book:
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
AIphubet ruinstorm
Wrife fhe fopic you'II be reoding obouf in fhe "fopic" box. Wrife words fhof
connecf fo fhe fopic under eoch Ieffer of fhe oIphobef. 8e prepored fo expIoin
whof you know obouf fhe fopic ond fhe words you wrife.
My fhoughfs: ___________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
A
C D E F S H I J k L M
N
O P Q R S T U V W X Y Z
Topic: ______________________________
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
AIphubet ruinstorm
Wrife fhe fopic you'II be reoding obouf on fhe "fopic" Iine. Wrife words fhof
connecf fo fhe fopic nexf fo eoch Ieffer of fhe oIphobef. 8e prepored fo expIoin
whof you know obouf fhe fopic ond fhe words you wrife.
A_______________________ N_______________________
_______________________ O_______________________
C_______________________ P_______________________
D_______________________ Q_______________________
E_______________________ R_______________________
F_______________________ S_______________________
S_______________________ T_______________________
H_______________________ U_______________________
I_______________________ V_______________________
J_______________________ W______________________
k_______________________ X_______________________
L_______________________ Y_______________________
M_______________________ Z_______________________
Topic: ________________________
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Venn Diugrum
Use fhe Venn Diogrom fo compore fwo fexfs. This works weII in
oufhor's sfudies, fopic sfudies ond when reoding fwo differenf versions
of fhe some fexf.
_________________ _________________
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
CompIe Venn Diugrum-Compuring Three Tets
Mofes:
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Connecfions Thinkmorks
C Co on nn ne ec ct ti io on ns s
T Th hi in nk km ma ar rk k
As you reud notice when you
muke connections to the tet,
Connections wiII heIp you
understund whut you reud more
deepIy, We muke tet-seIf
tet-tet und tet-worId
connections us we reud,
My Connections,
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
C Co on nn ne ec ct ti io on ns s
T Th hi in nk km ma ar rk k
As you reud notice when you
muke connections to the tet,
Connections wiII heIp you
understund whut you reud more
deepIy, We muke tet-seIf
tet-tet und tet-worId
connections us we reud,
My Connections,
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Connections,HeIped Me, T-Churt
Connection Helped me understand
the text because,
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Reminds Me Of,Churt
When I read,. It reminded me of,
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Text-to-Self Connections Chart
My text-to-self
connection,
Helped me
understand
because,
Now I know,
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Text-to-Text Connections Chart
My text-to-text
connection,
Helped me
understand
because,
Now I know,
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Text-to-World Connections Chart
My text-to-world
connection,
Helped me
understand
because,
Now I know,
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
B-D-A Connections Chart
Good readers make connections to the text as they read. Record
the connections you make before, during and after reading.
Consider how these connections deepened your comprehension of
the text.
Connections I
made before
reading
Connections I
made during
reading
Connections I
made after
reading
Helped me
understand because
Helped me
understand because,
Helped me
understand because,
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Word Theutre PIunning Churt
Find words in your fexf fhof ore meoningfuI ond ore imporfonf fo know
for comprehension of fhe fexf. Moke o pIon for "ocfing ouf" fhe word.
Word Pg, Definition PIun for
Drumutizing
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Word Mup
You musf undersfond fhe words in o fexf in order fo comprehend whof you reod.
Sfudying words from fhe fexf prior fo reoding con heIp you deveIop schemo for fhe
fopic. Find key words in fhe fexf ond use fhem fo compIefe fhe "Word Mop"
orgoni;er.
Definition and Synonym:
Antonym:
Use it:
Sketch it:
Definition and Synonym:
Antonym:
Use it:
Sketch it:
Word:
______________
Word:
______________
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Vocabulary 0raphlc 0rganlzer Name:________________________
Word Map
Flnd wOrds IhaI arC mCanlnQful IO IhC ICxI yOu arC rCadlnQ Or IhaI rClaIC IO IhC
IOplC. COmplCIC IhC OrQanlzCr. UsC IhC OuICr bOxCs IO labCl IhC IOplCs/wOrds.
.
.
.
.
.
wOrd frOm
ICxI
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Vocabulary 0rganlzer Name:________________________
Mlnl 0lctlonary
Word Meanlng:______________________________________________________________
______________________________________________________________________________
5entence:___________________________________________________________________
______________________________________________________________________________
Word Meanlng:______________________________________________________________
______________________________________________________________________________
5entence:___________________________________________________________________
______________________________________________________________________________
synOnym
anIOnym
lllusIraIlOn
synOnym
anIOnym
lllusIraIlOn
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Word Chart
EXamples of:
NoneXamples:
DCflnlIlOn Of IhC wOrd:
______________________________
______________________________
______________________________
______________________________
_________________
wOrd
CharaCICrlsIlCs/DCsCrlpIlOn:
______________________________
______________________________
______________________________
______________________________
VOCabulary DrQanlzCr NamC:__________________________________
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Word Connectlons
DCflnlIlOn:
WOrd:
ExamplCs
Of:
PCmlnds
mC Of:
My WOrd COnnCCIlOns: lll rCmCmbCr Ihls wOrd by
COnnCCIlnQ lI IO:
VOCabulary DrQanlzCr NamC:__________________________________
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
WOrd DCsCrlpIlOns
lLLU5TkATl0N:
VOCabulary DrQanlzCr NamC:__________________________________
WOrd: WDPD:
DCflnlIlOn: DCsCrlpIlOn: ExamplCs:
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Word Pyramld
PuI IhC wOrd ln IhC IOp.
PuI IhC dCflnlIlOn bClOw IhC wOrd.
PuI synOnyms Or CxamplCs ln IhC nCxI sCCIlOn.
PuI a sCnICnCC ln IhC bOIIOm.
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
8aslc Web
Thls baslC wCb Can bC usCd fOr a varlCIy Of vOCabulary and COnCCpI bulldlnQ
aCIlvlIlCs.
.
.
.
.
.
.
.
.
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Questioning
Curiosify is fhe greofesf ossef we bring fo Ieorning. The mind's desire fo know more
guides us fo osk quesfions, ond defermine woys fo find onswers fo fhose quesfions.
0ood quesfions sfem from bockground knowIedge-we con onIy osk o subsfonfive
quesfion if we hove knowIedge of fhe subjecf moffer of hond. Quesfioning guides
fhe purpose for reoding ond heIps us hone in on whof's imporfonf.
Quesfions moves us deeper info reoding. They sfimuIofe fhoughf, provide cIorify,
expond on ideos, ond Ieod us fo furfher quesfions. Quesfioning is fhe hoIImork of
fhinking.
When insfrucfing sfudenfs in fhe reoding sfrofegy of quesfioning, we musf feoch
fhem fhof "reoding is fhinking." Whof does fhis meon7 Our sfudenfs offen don'f
reoIi;e fhof proficienf reoders osk quesfions before, during, ond offer fhey reod.
When o reoder osks quesfions during fhe reoding process, he is inferocfing wifh
fhe fexf, seorching for onswers. To do fhis, fhe reoder musf seIf-monifor for
comprehension, cIorify informofion, ond consfrucfing meoning.
The foIIowing orgoni;ers wiII heIp your sfudenfs osk quesfions obouf fexf before,
during ond offer reoding.
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
-D-A Questioning
TifIe:_________________________________________________________
Aufhor:________________________________________________________
Proficienf reoders osk quesfions obouf fhe fexf before, during ond offer reoding.
Quesfioning heIps reoders cIorify informofion, monifor for undersfonding ond
consfrucf meoning. Pecord your quesfions on fhe chorf beIow.
5 Ws and an H
Quesfions I hove,
8efore reoding:
During reoding:
Affer reoding:
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Whof7
7
Who7
When7
Where7
Why7
How7
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Questioning CIuster
Mofes: _______________________________________________
_____________________________________________________
_____________________________________________________
How?
Why?
Where?
When?
What?
Who?
Topic:
_________
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Questioning Stur
Who
Whof When
Where Why
How
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
QAR
If we want to fully comprehend what we are reading, we must answer the questions
that come to mind. Sometimes the answers are in the text-they are right there. Other
times, we must think and search and put together different parts of one or more texts
to find the answer. Some answers will be in your head-youll make a connection and
find the answer on your own. Sometimes you and the author will have the answer.
This happens when you combine your viewpoints with that of the author.
Use the chart below to record the types of questions you asked and answered about the
text.
"Pighf There"
"Think &Seorch"
"On My Own"
"Aufhor & You"
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Q-A 3-Column Chart
Question Answer Helps me
understand the text
better because
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Question-Answer T-Chart
My Questions Answers From the Text
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Questioning Chart
Title_______________________________ Author____________________________
As I read, Im questioning. My question is ___________________________________
___________________________________________________________________
How I find the answer:
Text Clues and Information My Schema
Using this information, I can infer that _______________________________________
______________________________________________________________________
______________________________________________________________________
I know this because _____________________________________________________
______________________________________________________________________
****************************************************************************************************
Title_______________________________ Author____________________________
As I read, Im questioning. My question is ___________________________________
____________________________________________________________________
How I find the answer:
Text Clues and Information My Schema
Using this information, I can infer that _______________________________________
______________________________________________________________________
I know this because _____________________________________________________
______________________________________________________________________
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Types of Questions T Chart
"8eefy quesfions" hove o Iof of meof "8ony quesfions" do nof hove much
fo fhem-fhey're open-ended ond con meof fo fhem-fhey usuoIIy require
be onswered in mony differenf woys. simpIe, one-word responses.
8eefy Quesfions 8ony Quesfions
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
QAS
You ask yourself different kinds of questions as you read. You will need to use different
strategies to answer the questions, depending upon the type of question being asked.
Complete the chart below to show your questions, answers and the strategies you used
to find the answers.
Questions Answers Strategies Used to Answer
Questions
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
SQ3R
The SQ3R chart will help you use a variety of good reader strategies. You must first
survey the text, noticing and recording any important information. This includes titles,
subtitles, key words and information from pictures or illustrations. Next, you will ask
questions about the topic and record them on the chart. Then, youll read. As you read,
write the answers to any questions youve asked. When youre done, recite key ideas
and facts from the text. This will help you remember what you read. Finally, you will
review the text and write a summary of it.
Mome__________________________________________________________
TifIe___________________________________________________________
Topic___________________________________________________________
Survey
Question
Reud
Recite
Review/ReteII
SQ3P
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
I Wonder Thinkmarks
I wonder,____________________
____________________________
____________________________
____________________________
I'm confused obouf, ________________
____________________________
____________________________
____________________________
Lingering quesfions ______________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
TITLE: ________________________________
AUTHOR:______________________________
SENRE: _______________________________
????????????????????????????????????????
NAME:_________________________________
I wonder,____________________
____________________________
____________________________
____________________________
I'm confused obouf, ________________
____________________________
____________________________
____________________________
Lingering quesfions ______________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
TITLE: ________________________________
AUTHOR:______________________________
SENRE: _______________________________
????????????????????????????????????????
NAME:_________________________________
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Creating Sensory Images
Sensory images bring reading to life. Strong sensory images draw the reader into the
text, so much so that he becomes part of it. Our visualizations make the reading our
own-it personalizes it, and through these images we forge attachments to characters,
places, and events. Our sensory images can help us remember and recall what we read
with ease.
When we create sensory images as we read, we personalize the text and feel a
connection to it. Visualizations and other sensory images create a sense of ownership
in the reader.
We use sensory images to do the following:
Visualizations fill in missing information.
Using schema and text clues we create sensory images (this is a form of
inference, only with images rather than words).
Visualizing in nonfiction to deepen understanding: visualizing size, shape, space,
or time.
Visualizing in nonfiction text to develop understanding of people, places, and
activities, as well as to compare the known to the unknown.
Sensory images also include: smells, sounds, tastes, and touches
The sensory images we create stem from our own personal experiences. We use
sensory images to deepen understanding before, during and after reading.
Visualizations and other sensory images bring out the pleasure of reading. When
visualizing, we create mind movies and can see the action, the characters, the setting.
This type of personal involvement draws us in as readers.
The following organizers are designed to help students create visualizations and other
sensory images as they read.
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Visualizing Three-Column Chart
Word or
Phruse
I visuuIize, Deepened my
understunding
becuuse,
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
In My Minds Eye
This visualization helped me understand_____________
________________________________________________________________
________________________________________________________________
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Step Into the Story Five Senses Chart
I see I heor I smeII
I fouch/if feeIs I fosfe Mew Undersfondings
How did stepping into the story help you understand what you read?
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
The Movie in my Mind
Draw what you see happening in the book/story. Record your visualizations in order.
Did the movie in your mind help you fill in any information missing in the book? How?
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Makes Me See
Text Clue:
Makes Me Visualize:
My visualizations help me understand the story because _____________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Senses All Around
As you write, complete the chart.
I see I touch I hear I taste I smell
Sensing these helps me understand the story because..
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
I Sense Organizer
My sensory images helped me understand the story because
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
I taste
I smell I touch
I hear
I see
Title:
_________
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
A Captured Image
Proficient readers create visualizations as they read. This enables them to remember
information, fill in missing pieces, create inferences and develop understanding. As
you read, note the most vivid visualization you create. Sketch it in the frame below.
Write about it.
____________________________________________________
____________________________________________________
____________________________________________________
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Between the Scenes
Good readers create mind pictures or images that go beyond the text and fill in
missing information. In the boxes below, sketch to fill in the missing information from the
text you read today. What do your visualizations help you understand more deeply?
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Nonfiction Comparisons-Visualizing to Clarify Information
Nonfictions writers often use comparisons to illustrate information and make it easy for
the reader to understand. Comparing size, shape and purpose allows the reader to
connect the known to the unknown.
As you read, note any comparisons made by the author. Draw a picture to show what
the author was comparing and write how it helped you understand the text.
A __________ is like
a ______________.
Explain how this
comparison helped you
understand the text.
Created by Tracey Harding-Stricker copyright 2008 all rights reserved
Sensory Images Thinkmark
As I wos reoding, I visuoIi;ed,
____________________________
____________________________
____________________________
Ofher sensory imoges I hod whiIe
reoding,
____________________________
____________________________
____________________________
These heIped me undersfond fhe fexf
becouse, _____________________
_____________________________
_____________________________
_____________________________
_____________________________
TITLE: ________________________________
AUTHOR:______________________________
SENRE: _______________________________
NAME:_________________________________
As I wos reoding, I visuoIi;ed,
____________________________
____________________________
____________________________
Ofher sensory imoges I hod whiIe
reoding,
____________________________
____________________________
____________________________
These heIped me undersfond fhe fexf
becouse, _____________________
_____________________________
_____________________________
_____________________________
_____________________________
TITLE: ________________________________
AUTHOR:______________________________
SENRE: _______________________________
NAME:_________________________________