Step 1

Introducing the Concept

Student Workbook Page 3

Say, “Today, I will be teaching you a reading comprehension strategy that will help you to remember and understand the information that you hear and read. This strategy is called sequencing. Do you know what the word sequencing means?” Wait for student response. “Sequencing means getting all of the information in the correct order.”  

Part 1

On the whiteboard, write the words:

first
last

Point to the first set of pictures. Say, “Tell me what happened first, and what happened last?” Wait for student response. “With your pen, write the words first and last under the correct pictures.” Wait for student to write.

Part 2

On the whiteboard, write the words:

first
then
last

Point to the second set of pictures. Say, “Tell me what happened first, then and last?” Wait for student response. “With your pen, write the word first, then and last under the correct pictures.” Wait for student to write.

Part 3

On the whiteboard, write the words:

first
then
next
last 

Point to the third set of pictures. Say, “Tell me what happened first, then, next, last?” Wait for student response. 

Say, “With your pen, write the words first, then, next, last under the correct pictures.” Wait for student to write. 

“Wow, you are sequencing! You were able to tell me all of the events in the correct order. The words first, then, next, last are called transition words. These words help show the order that the event happened.”

Step 2

Visual Association

Student Workbook Page 4 

Hold up the WHO Card. Point to the picture. Say, “Who do you see in this picture?” Wait for student response. Point to the who word under the picture. “With your pen write your answer next to the who prompt.” Wait for student to write a sentence.

Hold up the WHAT Card. Point to the picture. Say, “What are the people in this picture doing?” Wait for student response. Point to the what word under the picture. Say, “With your pen fill in the information next to the what prompt.” Wait for student to write a sentence.

Hold up the WHERE Card. Point to the picture. Say, “Where are the people in this picture baking cookies?” Wait for student response. Point to the where word under the picture. “With your pen fill in the information next to the where prompt.” Wait for student to write a sentence.

Hold up the WHEN Card. Point to the picture. Say, “When do you think these people are baking cookies?” Wait for student response. Point to the when word under the picture. “With your pen fill in the information next to the when prompt.” Wait for student to write a sentence.

Hold up the WHY Card. Point to the picture. Say, “Why do you think these people are baking cookies?” Wait for student response. Point to the why word under the picture. “With your pen fill in the information next to the why prompt.” Wait for student to write a sentence.

Say, “What title would you give this picture? Why?” Wait for response. 

“Write the title at the top of the page.” Wait for student to write title.

“What do you think happened before this picture?” Wait for response. 

“What is happening during the picture?” Wait for response. 

“What do you think happened after this picture?” Wait for response. 

“Why do you think that?” Wait for response.

Step 3

Connecting the Concept

Say, “I want you to take a minute and think about a time when you baked cookies. Then I am going to ask you some questions.”

“When did you bake cookies?” Wait for student response.

“Who did you bake the cookies with?” Wait for student response.

“What cookies did you bake?” Wait for student response.

“Where did you bake the cookies?” Wait for student response.

“Why did you bake the cookies?” Wait for student response.

Give the student the Question Cards to hold. 

Say, “Now I want you to ask me questions about baking cookies. Hold up each question card one at a time and ask me a question related to baking cookies.” Wait for student to ask questions.  

Step 4

Story Organizer

Student Workbook Page 5 

PART 1

Say, “Tell me 3 things that you might do first before you bake cookies.” 

Ex: find a recipe, buy the ingredients, prepare the ingredients

Wait for student response.

Say, “Next to the #1 on the story organizer, write the word “First.” Write the 3 things that you might do first before you bake cookies in the first box.” Wait for student to write.

PART 2

Say, “Tell me 3 things that you might do while mixing the ingredients.” 

Ex: pour the flour, put in the eggs, mix the ingredients

Wait for student response.

Say, “Next to the #2, on the story organizer, write the word “Then.” Write 3 things that you might do when you mix the ingredients in the second box.” Wait for student to write. 

PART 3

Say, “Tell me 3 things that you might do after you mix the ingredients.”  

Ex: preheat the oven, scoop the dough on the cookie sheets, put in the oven

Wait for student response.

Say, “Next to the #3 on the story organizer, write the word “Next.” Write the 3  things that you might do next when you bake cookies in the third box.” Wait for student to write.

PART 4

Say, “Tell me 3 things that you might do after the cookies are baked.” 

Ex: let the cookies cool, eat the cookies, share them with friends

Wait for student response.

Say, “Next to the #4 on the story organizer, write the word “Last.” Write the 3 things you might do after you bake the cookies in the fourth box.” Wait for student to write.

Sequence of Events

Point to the story organizer that the student has completed. Say, “Now that you have listed everything that you might do when you bake cookies in a sequence, I want you to verbally tell me the entire sequence of events. Tell me what you might do before you bake the cookies, during the baking of the cookies and after you bake the cookies. Tell me the entire sequence using the transition words First, Then, Next, Last.” Wait for student to tell you the sequence of events.

Step 5

Writing

Student Workbook Page 6 

Say, “You are going to write a story about yourself titled, How I Bake Cookies. You will use the transition words, First, Then, Next, Last from your graphic organizer to help keep your story organized. Be creative and have fun with this story.”  

Wait for the student to write the story. When complete, have the student read the story aloud. Teachers, please use your discretion if editing. The point of this exercise is to practice the concept and get the ideas down on paper. 

Step 6

Reading a Story

Student Workbook Pages 9-12 : How to Bake Cookies

Point to the title of the story. Say, “What is the title of this story?” Wait for student response.

“What do you know about baking cookies?” Wait for student response.

Put a Reading Marker at the end of Paragraph 1

Say, “Read the first paragraph quietly in your head and look at me when you are finished and I will ask you questions.” Wait for student to look at you.

“A main character is the focus of a story. It means that the story is about them. Who is the main character in this paragraph?” (Ava)

“What do Ava and her mother like to do together?” (cook)

“How does this story begin?” (author describing Ava)

 “Now go back and read the first paragraph aloud.” Help student with any unknown words.

Put a Reading Marker at the end of Paragraph 2

Say, “Read the second paragraph quietly in your head and look at me when you are finished and I will ask you questions.” Wait for student to look at you.

“Why does Ava have posters of cooking icons on her ceiling?” (to give her inspiration)

“Which sentence in this paragraph describes how Ava feels?” (nervous, “Her stomach twisted as she thought of this afternoon.”)

“What is Ava nervous about?” (she is going to be an assistant teacher at a class today)

“Now go back and read the second paragraph aloud.” Help student with any unknown words.

Put a Reading Marker at the end of Paragraph 3

Say, “Read the third paragraph quietly in your head and look at me when you are finished and I will ask you questions.” Wait for student to look up at you.

“Where does this paragraph take place?” (in a kitchen at the rec center)

“Describe what the kitchen looks like.” (large with rows of oven and counters)

“How does Ava feel in this paragraph? Why does she feel this way?” (excited, because she likes baking cookies and will be teaching students)

“How many students does Ava have in her group? What are their names?” (there are 4 students, Emma, Charlotte, Mia, and Jessica)

“Now go back and read the third paragraph aloud.” Help student with any unknown words.

Put a Reading Marker at the end of Paragraph 4

Say, “Read the fourth paragraph quietly in your head and look at me when you are finished and I will ask you questions.” (wait for student to look up at you)

“What is the first thing that Ava taught the girls?” (ow to put the wet ingredients together)

“What are the wet ingredients?” (the mushy wet things like eggs, butter, oil, vanilla, milk or water)

“What gets mixed in after the wet ingredients?” (the dry ingredients)

“What are the dry ingredients?” (flour, salt, sugar, baking powder, oatmeal)

“What does this paragraph remind you of?” (answers will vary)

“Now go back and read the fourth paragraph aloud.” Help student with any unknown words.

Put a Reading Marker at the end of Paragraph 5

Say, “Read the fifth paragraph quietly in your head and look at me when you are finished and I will ask you questions.” Wait for student to look at you.

“What do the girls have to do after they get their bowls of wet and dry ingredients together?” (They mix a quarter of the dry ingredients into the wet ingredients and keep doing that.)

“Is Ava is a good teacher? Why?” (Yes, her 4 girls are ahead of the rest of the class.)

“Now go back and read the fifth paragraph aloud.” Help student with any unknown words.

Put a Reading Marker at the end of Paragraph 6

Say, “Read the sixth paragraph quietly in your head and look at me when you are finished and I will ask you questions.” Wait for student to look up at you.

“What is the next step that Ava teaches the students after they mix their wet and dry ingredients together?” (how to shape the cookies with the cookie scoop)

“What does Ava do while the girls are shaping their cookies?” (pre-heats oven)

“What is the very last thing that happens in this story”?” (girls eat cookies)

“Describe how you think Ava feels at the beginning of the story and describe Ava’s feelings at the end of the story.” (first nervous than feeling excited)

“Now go back and read the sixth paragraph aloud.” Help student with any unknown words.

“Now go back and read the entire story aloud using expression when you read.” Wait for the student to read the entire story aloud.

Step 7

Evaluation

On the whiteboard write the words: First, Then, Next, Last

Say, “Tell me the entire sequence of the story we just read from start to finish. Use the transition words first, then, next and last when you tell me the sequence.” Give the student time to tell you the entire sequence of the story verbally. You can help prompt the student along.

When the student has finished, ask the following questions:

1. “Do you like the main character in this story? Why or why not?”

2. “What words would you use to describe the main character.”

3. “Would you like to be a character from this story? Why or why not?”

4. “Give me an example of someone you know who is like one of the characters in the story.”

5. “Rearrange or change one main fact in this story. Does this change the entire story? How?”

6. “How would you rate the story on a scale of 1-10 with 10 being the highest. Defend your rating.”

Step 8

Illustration

Student Workbook Page 13

Say, “Draw a picture, or pictures, that illustrates what this story is about, so that someone who did not read this story would be able to understand its main idea just by looking at your picture.”

Step 9

Summary

Student Workbook Page 14

Say, “You are now going to write a summary of this story. Use your sequencing strategy to write your summary. You are going to write what happened at the beginning of the story, what happened in the middle of the story and what happened at the end of the story. Use transition words to help you organize your summary.”

Wait for the student to write the summary. When complete, have the student read the summary aloud. Teachers, please use your discretion if editing. The point of this exercise is to practice the concept and get the ideas down on paper. 

Extra Learning Activity

Timeline

1. Have the student make a timeline of their life. Start by listing the years in which the following events took place:

• I was born on…
• The dates my brothers and sisters were born…
• My first day of school…
• The day I first rode my bike…
• When I lost my first tooth…
• My first job…
• Other important dates in my life…

2. Now draw a timeline, like this:

———-l———-l———-l———-l———-l———-l———-l———-

3. Write the dates on the bottom and the events on the top of the timeline. Students may enjoy personalizing their timelines.

ex: adding photos, pictures, or memorable items

4. Have the student think of other events that can be put on the timeline.

ex: a historical event, a famous music group’s career, the student’s years in school

Step 1

Introducing the Concept

Student Workbook Page 54

Say, “Do you remember what the word predicting means?” Wait for student response. “Predicting means you will make an assumption or guess on what is about to happen, or something that is going to happen in the future.”  

On the whiteboard, write:

I predict…

Part 1

Point to the first picture. Say, “Tell me what you think is going to happen next in this picture.” Wait for student response. 

“When you predict, you will use clues to help you predict what is going to happen next or in the future. What is the clue in this picture that helped you predict that?” Wait for student response.

“With your pen, write your prediction on the line under the picture. Start the sentence with, “I predict...” Wait for student to write prediction.

“Circle the clue that helped you predict that.” Wait for student to circle clue.

Part 2

Point to the second picture. Say, “Tell me what you think is going to happen next in this picture?” Wait for student response. 

“When you predict you will use clues to help you predict what is going to happen next or in the future. What is the clue in this picture that helped you predict that?” Wait for student response. 

“With your pen, write your prediction on the line under the picture. Start the sentence with, “I predict…” Wait for student to write prediction.

“Circle the clue that helped you predict that.” Wait for student to circle clue.

Part 3

Point to the third picture. Say, “Tell me what you think is going to happen next in this picture?” Wait for student response. 

“When you predict you will use clues to help you predict what is going to happen next or in the future. What is the clue in this picture that helped you predict that?” Wait for student response. 

“With your pen, write your prediction on the line under the picture. Start the sentence with, “I predict…” Wait for student to write prediction.

“Circle the clue that helped you predict that.” Wait for student to circle clue.

“Wow, you are predicting! You were able to guess what was about to happen or what was going to happen in the future.”

Step 2

Visual Association

Student Workbook Page 55

Hold up the WHO Card. Point to the picture. Say, “Who do you see in this picture?” Wait for student response. Point to the who word under the picture. “With your pen fill in the information next to the who prompt.” Wait for student to write a sentence.

Hold up the WHAT Card. Point to the picture. Say, “What are the people in this picture doing?” Wait for student response. Point to the what word under the picture. Say, “With your pen fill in the information next to the what prompt.” Wait for student to write a sentence.

Hold up the WHERE Card. Point to the picture. Say, “Where are the people in this picture?” Wait for student response. Point to the where word under the picture. “With your pen fill in the information next to the where prompt.” Wait for student to write a sentence.

Hold up the WHEN Card. Point to the picture. Say, “When do you think these people are in the classroom?” Wait for student response. Point to the when word under the picture. “With your pen fill in the information next to the when prompt.” Wait for student to write a sentence.

Hold up the WHY Card. Point to the picture. Say, “Why do you think one of the students is not paying attention to the teacher?” Wait for student response. Point to the why word under the picture. “With your pen fill in the information next to the why prompt.” Wait for student to write a sentence.

Say, “What title would you give this picture? Why?” Wait for response. 

“Write the title at the top of the page.” Wait of student to write title.

“What do you think happened before this picture?” Wait for response. 

“What is happening during the picture?” Wait for response. 

“What do you predict is going to happen right after this picture?” Wait for response. 

“Why do you predict that?” Wait for response.

Step 3

Connecting the Concept

Say, “I want you to take a minute and think about a hobby that you have. Then I am going to ask you some questions.”

“What hobby do you have?” Wait for student response.

“Who do you do the hobby with?” Wait for student response.

“Where do you do this hobby?” Wait for student response.

“When do you do this hobby?” Wait for student response.

“Why do you do this hobby?” Wait for student response.

Give the student the Questions Cards to hold. 

Say, “Now I want you to ask me questions about having a hobby. Hold up each question card one at a time and ask me a question related to my hobby.” Wait for student to ask questions.  

Step 4

Story Organizer

Student Workbook Page 56

On the whiteboard, write:

If I learned to play the guitar…

Say, “What would happen if you learned to play the guitar?” Wait for student response.

PART 1: My Prediction

Point to the graphic organizer.

“Write down your prediction. Start the sentence with, “If I learned to play the guitar…” Wait for student to write prediction.

Say, “Tell me 3 reasons why you think this will happen.” 

Ex: I would have to practice a lot, I would get good at playing it, I would write my own song

Wait for student response.

PART 2: Why I Think This Will Happen

“On the story organizer, write the 3 things that you predict will happen if you learned to play the guitar.” 

Point to the story organizer that the student has completed. 

Say, “Now that you have listed your prediction and why you predicted this, I want you to verbally tell me the entire prediction. Tell me what you predict will happen if you learned to play the guitar and the 3 reasons why you predicted this. Use your story organizer to help you.” Wait for student to tell you the prediction. 

Step 5

Writing

Student Workbook Page 57

Say, “You are going to write a story about yourself titled, If I learned to Play the Guitar... You will make a prediction in your story. Be creative and have fun with this story.”  

Wait for the student to write the story. When complete, have the student read the story aloud. Teachers, please use your discretion if editing. The point of this exercise is to practice the concept and get the ideas down on paper.

Step 6

Reading a Story

Student Workbook Page 60-62 : The First Flight

Point to the title of the story. Say, “What is the title of this story?” Wait for student response.

Say, “Think about the title. What do you predict this story will be about? What makes you think that?” Wait for student response.

Put a Reading Marker at the end of Paragraph 1

Say, “Read the first paragraph quietly in your head and look at me when you are finished and I will ask you questions.” Wait for student to look at you. 

“Who is the main character in this story?” (Henry)

“What is the setting in this story?” (school)

“Why do you think Henry is struggling to focus on the lesson?” (answers will vary)

 “Now go back and read the first paragraph aloud.” Help student with any unknown words.

Put a Reading Marker at the end of Paragraph 2

Say, “Read the second paragraph quietly in your head and look at me when you are finished and I will ask you questions.” Wait for student to look at you.

“What challenges do you think Henry might face?“ (Henry doesn’t get to go on airplane trips, and have as much as those around him)

“Who does the main character remind you of?” (answers will vary)

“What do you predict is going to happen next in this story and why?” (answers will vary)

“Now go back and read the second paragraph aloud.” Help student with any unknown words.

Put a Reading Marker at the end of Paragraph 3

Say, “Read the third paragraph quietly in your head and look at me when you are finished and I will ask you questions.” Wait for student to look up at you.

“How does Henry feel in the beginning of this paragraph?” (curious)

“How does Henry feel at the end of this paragraph?” (surprised, excited)

“Which sentence tells you how Henry feels?” (…Henry nearly jumped to his feet)

“What do you predict is going to happen next?” (answers will vary)

“Now go back and read the third paragraph aloud.” Help student with any unknown words.

Put a Reading Marker at the end of Paragraph 4

Say, “Read the fourth paragraph quietly in your head and look at me when you are finished and I will ask you questions.” Wait for student to look up at you.

“What announcement does Steve Kinder give to the students?” (he is giving away a free fly along with him)

“What do you predict is going to happen next in the story, why do you predict that?” (answers will vary)

“What does this paragraph remind you of?” (answers will vary)

“How does what you know about having a hobby help you understand this story?” (answers will vary)

“Now go back and read the fourth paragraph aloud.” Help student with any unknown words.

Put a Reading Marker at the end of Paragraph 5

Say, “Read the fifth paragraph quietly in your head and look at me when you are finished and I will ask you questions.” Wait for student to look up at you.

“Was your prediction correct? Do you want to change your prediction?” (answers will vary)

“What information from your own life helped you make your prediction?” (answers will vary)

“Now go back and read the fifth paragraph aloud.” Help student with any unknown words.

Put a Reading Marker at the end of Paragraph 6

Say, “Read the sixth paragraph quietly in your head and look at me when you are finished and I will ask you questions.” Wait for student to look up at you.

“How does Henry feel at the end of this story?” (happy)

“Which evidence in this paragraph tells you that Henry is happy?” (he had a smile on his face)

“Do you want to change your prediction now that you have read the entire story?” (answers will vary)

“What lessons did you learn that you can use in your own life?” (answers will vary)

“What questions do you still have?” (answers will vary)

“Now go back and read the sixth paragraph aloud.” Help student with any unknown words.

“Now go back and read the entire story aloud using expression when you read.” Wait for the student to read the entire story aloud.

Step 7

Evaluation

On the whiteboard write the words: First, Then, Next, Last

Say, “Tell me the entire sequence of the story we just read from start to finish. Use the transition words first, then, next and last when you tell me the sequence.” Give the student time to tell you the entire sequence of the story verbally. You can help prompt the student along.

When the student has finished, ask the following questions:

1. “Tell what the story is about.”

2. “Describe the characters in the story.”

3. “If you could have a conversation with one of the characters in the story, which character would you choose and what would you talk about?”

4. “Has anything in your life happened that is similar to the things that happened in the story?”

5. “Explain what part of the story was the most exciting to read and why.”

6. “Tell me the main character’s feelings at the beginning, middle, and end of the story.”  

7. “Generate a new title for this story. Explain your new title.”

Step 8

Illustration

Student Workbook Page 63

Say, “Draw a picture, or pictures, that illustrates what this story is about, so that someone who did not read this story would be able to understand its main idea just by looking at your picture.”

Step 9

Summary

Student Workbook Page 64

Say, “You are now going to write a summary of this story. Use your sequencing strategy and predicting strategies to write your summary. Write what happened at the beginning of the story, what happened in the middle of the story and what happened at the end of the story. Make a prediction at the end of the summary. Use transition words to help you organize your summary.”

Wait for the student to write the summary. When complete, have the student read the summary aloud. Teachers, please use your discretion if editing. The point of this exercise is to practice the concept and get the ideas down on paper. 

Extra Learning Activity

Predictions Throughout the Day

Encourage your student to make predictions about various parts of their day, but don’t stop there. Help your child verbalize why they are making a specific prediction. Here’s an example:

Teacher: What do you think you’re going to do after school today?

Child: Have a snack, go to soccer practice, and do my homework.

Teacher: What makes you think you’re going to go to soccer practice?

Child: It’s Tuesday and I have practice on Tuesday and Thursday.

Teacher: You don’t think it will be cancelled?

Child: No, it only gets cancelled if it’s raining, and it’s hot and sunny today.

Teacher/Parent: Great job using your weekly schedule and your weather observations to make that prediction!

Step 1

Introducing the Concept

Student Workbook Page 103

Say, “Do you remember what the word visualizing means?” Wait for student response. “Visualizing means creating a picture or a movie in your mind.”  

On the whiteboard, write:

I hear…
I smell…
I see…

Part 1

Point to the first picture. Say, “What do you hear in your mind when you look at this picture?” Wait for student response. 

“With your pen, write your visualization on the line under the picture. Start the sentence with, I hear…” Wait for student to write visualization.

Part 2

Point to the second picture. Say, “What do you smell in your mind when you look at this picture?“ Wait for student response. 

“With your pen, write your visualization on the line under the picture. Start the sentence with, I smell…” Wait for student to write visualization. 

Part 3

Point to the third picture. Say, “What do you see in your mind when you look at this picture.“ Wait for student response. 

“With your pen, write your visualization on the line under the picture. Start the sentence with, I see…” Wait for student to write visualization. 

Say, “Wow, you are visualizing! You were able to make a mental picture or movie in your mind.” 

Step 2

Visual Association

Student Workbook Page 104

Hold up the WHO Card. Point to the picture. Say, “Who do you see in this picture?” Wait for student response. Point to the who word under the picture. “With your pen fill in the information next to the who prompt.” Wait for student to write a sentence.

Hold up the WHAT Card. Point to the picture. Say, “What are they doing?” Wait for student response. Point to the what word under the picture. Say, “With your pen fill in the information next to the what prompt.” Wait for student to write a sentence.

Hold up the WHERE Card. Point to the picture. Say, “Where are the boys playing hide and seek?” Wait for student response. Point to the where word under the picture. “With your pen fill in the information next to the where prompt.” Wait for student to write a sentence.

Hold up the WHEN Card. Point to the picture. Say, “When do you think the boys are playing hide and seek?” Wait for student response. Point to the when word under the picture. “With your pen fill in the information next to the when prompt.” Wait for student to write a sentence.

Hold up the WHY Card. Point to the picture. Say, “Why do you think the boys are playing hide and seek in the forest?” Wait for student response. Point to the why word under the picture. “With your pen fill in the information next to the why prompt.” Wait for student to write a sentence.

Say, “What title would you give this picture? Why?” Wait for response. 

“Write the title at the top of the page.” Wait of student to write title.

“What do you think happened before this picture?” Wait for response. 

“What is happening during the picture?” Wait for response. 

“What do you predict is going to happen right after this picture?” Wait for response. 

“Why do you predict that?” Wait for response.

Step 3

Connecting the Concept

Say, “I want you to take a minute and think about either your brother or sister or a different relative if you don’t have any siblings. Then I am going to ask you some questions.”

“What do you like to do with your sibling?” Wait for student response.

“Where do you like to do this?” Wait for student response.

“When do you do this?” Wait for student response.

“Why do you do this?” Wait for student response.

“How do you do this?” Wait for student response.

Give the student the Questions Cards to hold. 

Say, “Now I want you to ask me questions about my sibling. Hold up each question card one at a time and ask me a question related to my sibling.” Wait for student to ask questions.  

Step 4

Story Organizer

Student Workbook Page 105

On the whiteboard, write:

I can visualize a forest…

PART 1

Say, “Tell me what you see when you visualize a forest. What picture do you have in your mind?” Wait for student response.

Point to the story organizer.

“Next to the #1, write down what you see when you visualize a forest. Start the sentence with, “I see…” Wait for student to write visualization.

Point to the box under the #1. “In this box, draw a picture of what you see when you visualize a forest.” Wait for student to draw the picture.

PART 2

Say, “Tell me what you hear when you visualize a forest. What do you hear in your mind?” Wait for student response.

Point to the story organizer.

“Next to the #2, write down what you hear when you visualize a forest. Start the sentence with, “I hear…” Wait for student to write visualization.

Point to the box under the #2. “In this box, draw a picture of what you hear when you visualize a forest.” Wait for student to draw the picture.

PART 3

Say, “Tell me what you smell when you visualize a forest.  What do you smell in your mind?” Wait for student response.

Point to the story organizer.

“Next to the #3, write down what you smell when you visualize a forest. Start the sentence with, “I smell…” Wait for student to write visualization.

Point to the box under the #3. “In this box, draw a picture of what you smell in a forest.” Wait for student to draw the picture.

Point to the story organizer that the student has completed. 

Say, “Now that you have listed your visualization and drew pictures of what you see, hear and smell in your mind, I want you to verbally tell me the entire visualization. Tell me what you visualize when you think about a forest. What do you see, hear, and smell? Use your story organizer to help you.” Wait for student to tell you the visualization. 

Step 5

Writing

Student Workbook Page 106

Say, “You are going to write a story about yourself titled, The Forest. You will describe this forest to me using visualization. Describe the forest with sights, sounds and smells. Be creative and have fun with this story.”  

Wait for the student to write the story. When complete, have the student read the story aloud. Teachers, please use your discretion if editing. The point of this exercise is to practice the concept and get the ideas down on paper.

Step 6

Reading a Story

Student Workbook Page 109-111 : Tunguska

Point to the title of the story. Say, “What is the title of this story?” Wait for student response.

Say, “What question do you already have?” Wait for student response.

Put a Reading Marker at the end of Paragraph 1

Say, “Read the first paragraph quietly in your head and look at me when you are finished and I will ask you questions.” Wait for student to look at you. 

“Who are the 2 main characters in this story?” (Nikita and Roman)

“What country do they live in?” (Russia)

“What is the setting of this story?” (A forest)

“What game are the brothers playing?” (hide and seek)

“What do you see in your mind when you visualize this forest.” (answers will vary)

“What sounds do you hear in your mind when you visualize the forest?” (answers will vary)

 “Now go back and read the first paragraph aloud.” Help student with any unknown words.

Put a Reading Marker at the end of Paragraph 2

Say, “Read the second paragraph quietly in your head and look at me when you are finished and I will ask you questions.” Wait for student to look at you.

“Read the first sentence aloud.” (wait for student to read sentence)

“What did you hear in your mind when you read that sentence?” (squirrel making a noise)

“Where does Nikita hide?” (underneath a tree)

“What does Nikita hear while he is hiding?” (Roman shouting and stomping)

“What do you predict is going to happen next in this story?” (answers will vary)

“Now go back and read the second paragraph aloud.” Help student with any unknown words.

Put a Reading Marker at the end of Paragraph 3

Say, “Read the third paragraph quietly in your head and look at me when you are finished and I will ask you questions.” Wait for student to look up at you.

“What do the boys see that scares them?” (a bright light)

“What do you predict that bright light is?” (answers will vary)

“Now go back and read the third paragraph aloud.” Help student with any unknown words.

Put a Reading Marker at the end of Paragraph 4

Say, “Read the fourth paragraph quietly in your head and look at me when you are finished and I will ask you questions.” Wait for student to look up at you.

“What noise do the boys hear?” (a sonic boom)

“What do you visualize that noise sounds like?” (loud)

“What happens to the boys?” (they go flying, land hard)

“What do you see when you visualize this paragraph?” (answers will vary)

“What sound does Nikita hear in his ears?” (a high pitch squeal)

“What do you think that sonic boom was?” (answers will vary)

“How do you predict that this story might end? Why do you think that?” (answers will vary)

“Now go back and read the fourth paragraph aloud.” Help student with any unknown words.

Put a Reading Marker at the end of Paragraph 5

Say, “Read the fifth paragraph quietly in your head and look at me when you are finished and I will ask you questions.” Wait for student to look up at you.

“What do you think the brothers look like in this paragraph?” (answers will vary)

“Are the boys safe?” (yes)

“What did the author do to help you visualize this story?” (used a lot of description, colors and sounds)

“Was your prediction about the ending of the story correct?” (answers will vary)

“What are you still wondering?” (answers will vary)

“What can you do to figure out the answer to your question?” (research Tunguska?)

“What was the conflict in this story?” (boys were hit by a sonic boom)

“What was the resolution?” (everyone was OK in the end)

“Now go back and read the fifth paragraph aloud.” Help student with any unknown words.

“Now go back and read the entire story aloud using expression when you read.” Wait for the student to read the entire story aloud.

Step 7

Evaluation

On the whiteboard write the words: First, Then, Next, Last

Say, “Tell me the entire sequence of the story we just read from start to finish. Use the transition words first, then, next and last when you tell me the sequence.” Give the student time to tell you the entire sequence of the story verbally. You can help prompt the student along.

When the student has finished, ask the following questions:

1. “Explain what part of the story was the most exciting to read and why?”

2. “What changes would you make to this story?”

3. “Generate a new title for the story. Explain your new title.”

4. “What would you like to ask one of the characters?”

5. “If you had to reread this story. What would you be trying to understand or figure out?”

6. “What do you think the author wants you to know after reading this story?”

7. “What would you like to know more about?”

8. “Rate this story on a scale of 1-10 with 10 being the highest. Defend your rating.”

Step 8

Illustration

Student Workbook Page 112

Say, “Draw a picture, or pictures, that illustrates what this story is about, so that someone who did not read this story would be able to understand its main idea just by looking at your picture.”

Step 9

Summary

Student Workbook Page 113

Say, “You are now going to write a summary of this story. Use your sequencing, predicting and visualizing strategies to write your summary. Write what happened at the beginning of the story, what happened in the middle of the story and what happened at the end of the story. Use transition words to help you organize your summary.”

Wait for the student to write the summary. When complete, have the student read the story aloud. Teachers, please use your discretion if editing. The point of this exercise is to practice the concept and get the ideas down on paper. 

Extra Learning Activity

Draw What’s in Your Mind

Starting off small when visualizing is a great way to help students build their skills. This drawing activity is great for students who don’t enjoy writing.

• Give your student a simple noun with no description, for example a flower. Then ask them to picture the flower and say, “Draw what’s in your mind.”
• Add descriptive details to help students practice more complex visualizing. For example, you could say, “I’m thinking of a crazy sunflower that’s as tall as a tree and has purple leaves.” Then ask them to picture it and say, “Draw what’s in your mind.”
• You can work up to reading descriptions of settings, characters, and events from books out loud and have students draw what they’re visualizing.
• You can take breaks during reading to make quick drawings of what’s going on in their mind. This is a great way to encourage visualizing to self-check for comprehension while reading!