Have you ever read a book, then seen the movie and it’s not what you envisioned? It almost spoils your opinion of the book, and makes you want to write to Hollywood and tell them how they messed it up! Don’t get me started on one of Nicholas Sparks’ books based in eastern North Carolina that was filmed in Maine. The background scenery wasn’t even close to what I had pictured! The reason I was so mad was because I had a very clear vision in my head, based on my background knowledge of eastern North Carolina, and the movie was totally different. Visualization, or getting an image in your head, is one strategy that comes naturally to some readers, and not so naturally to others. Think about your own reading. Do you do this naturally? Are you forming a movie in your mind while reading?
According to Susan Zimmerman and Chryse Hutchins, authors of 7 Keys to Comprehension (2003), if a child cannot put what she is reading into her own words, then she is not creating images. If she is not interested in how the story ends, or is unable to describe what’s happening, then she is not creating images while reading. Visualizing can really help readers remember what has happened in the story. It’s a way to put themselves in the story. When readers stop and draw a quick sketch of the story, they are able to remember what they read with more detail. Then they can take all the pictures and put them together to retell the story. It comes in very handy when you are confused about what is happening in the story. Today, I had a student stop at the bottom of a page, and say "I don't understand what happened on this page." Together, we went back and worked on her images. She read a sentence or two, and then stopped and talked about the image she had. Once she was more aware of the pictures in her head, she was able to understand the story, and continued reading independently. However, visualization isn’t just about the pictures. It’s also about what you hear, smell, taste and feel. You should really be using all five of your senses to visualize. Put yourself in the characters’ shoes. What does the character see? What might it smell like? What is the character feeling (emotionally and physically)? All these questions ask the reader to go deeper into the story and think about what’s happening. You can help your child by asking her to close her eyes while you read a few sentences aloud. Then ask your child to describe what she sees. If this is difficult for her, tell about the picture in your mind. After a lot of modeling and discussing the pictures, smells, and feelings, your child should be able to do this with little help, or even independently. It helps to continue to model images whenever you are reading, even with picture books. I know I have done a great job of modeling when I am reading to my kids and they say, “Mama, stop talking and just read!” So here’s to you and your children making movies in your mind this week, instead of watching them on TV! And maybe, just maybe, you too will have visions of sugarplums!
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Today I want to talk about one reading strategy that most students can do pretty easily: make connections. All children think about themselves, right? I can’t tell you how many times I have read a book to a group of students, and hands shoot up with another story they want to tell about what happened to them, that somehow connects to the story. They love to make connections, even when they don’t know they are doing it.
In the beginning of strategy work, I am excited that they are making connections of any kind. As the students get more sophisticated with this type of work, they will be able to dig deeper into their mind and think about whether the connection is helping them understand the story better or distracting them from the story. To encourage your child to make more connections, have a conversation about the story as you are reading. This should be happening with picture books, chapter books, poems, and articles. What does this remind you of? Did this happen in another story? Have you seen this in a movie? Was it the same or different? Some phrases you can ask your reader to help with connections are: That reminds me of… This made me think of… I read another book that… This is different from… You can also use this strategy to infer what characters will be like throughout a series of books. Take Henry and Mudge, for example. In looking at Henry and Mudge across the stories, students can begin make the connection between the stories in the series, and then find other characters that act the same way. Mudge always drools and tries to sit in Henry’s lap. We know this about Mudge from reading the first book, and can infer that Mudge will probably do this again in another book. When he drools all over Henry again, we stop and make a connection between the two stories. Are there other dogs in books that drool and want to be close to their masters? What about Carl from the wordless books? Does he always want to be with the baby like Mudge wants to be with Henry? Is their relationship similar or different? In what ways? When students make these types connections, their faces light up and they get very excited about their thinking. This tells me that they are really into the story and are thinking while reading! So, as you sit down and read your favorite holiday story tonight, see if you can discuss connections you have while reading. Does it remind you of another story? Does it remind you of something you saw on your travels today? Does it help you understand the story better? Reading should be conversation between you and the author. Help your child by having those conversations with him or her about the story before you close the book and turn off the light! Seasons Readings!
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AuthorMy name is Laura Coffin, and I am the reading specialist at Lake Placid Elementary School. I have a BA from William Smith College and a M.Ed. in Reading from Lesley University. I also hold a Wilson Language Level I certification. I teach reading, writing and spelling strategies to help all students! Follow me on twitter @lgaetacoffin Archives
December 2017
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