Comprehension Strategies Lesson with Isac

Teacher: Hanna Gibson

Grade Level: First Grade
Date: February 23, 2018
Format:  One-on-one instruction

Listening to reading, read to someone, writing, word

work, read to self
Strategy: Visualizing, Inferring, and Questioning
Objective/Purpose/Instructional  Use the Literacy Interview to establish student’s
Goals: opinions towards reading
 Define visualizing as a multisensory experience
 Employ visualizing to interact with a scene from
Charlie and the Chocolate Factory
 Define inferring as using clues and personal
experiences to draw conclusions
 Employ inferring to interact with a textless book
called Where’s Walrus?
 Define questioning as asking questions while
reading to gain more information about the text.
 Employ questioning to interact with one of the
previous texts, depending on student’s preference.
 Student will be able to explain why these three
strategies and why each are useful.
 Employ all three strategies to interact with a new
text called I Will Surprise My Friend!.
 Use these strategies to exemplify why reading as a
unique and individualized experience.
Texts/Resources/Materials:  Book Charlie and the Chocolate Factory by Roald
Dahl
 Color pens/pencils
 Visualizing handout
 Book Where’s Walrus? by Steven Savage
 Sticky notes of one color for writing inferences
 Sticky notes of another color for writing questions
 Book I Will Surprise My Friend! by Mo Willems
 Literacy Interview for Young Children handout
Assessment(s):  Student’s drawings and notes on Visualizing
handout (assessing sense of visualizing)
 Student’s inference sticky notes (assessing sense of
inferences)
 Student’s question sticky notes (assessing sense of
questioning)
 Student’s post-reading explanation sof why each

Brief outline (Activities):
strategy was helpful for reading and conversation
about which is his favorite and why.
 Student’s application of newly learned strategies to
the fresh text, I Will Surprise My Friend!
1. Teacher will give student the Literacy Interview to
establish their opinions towards reading. Teacher will
explain that even though we got to know each other last
week, we will use this to get to know about the student’s
reading and their thoughts about reading.
2. Student will fill out the Literacy Interview, asking
teacher questions if necessary.
3. Teacher will write the sentence: I go to the park in the
summer. (or other chosen sentence) and ask student the
following. (pre-teaching)
a) What do you think of when you read this
sentence?
b) What are some things you might see?
c) What are some things you might hear?
d) What are some things you might smell?
e) What are some things you might taste?
f) What are some things you might touch?
4. Teacher explains that what students have just done is
called visualizing and defines visualizing as using your
five senses to interact with a word, a sentence or a story.
5. Teachers asks students if they have ever been reading a
story or have had someone read or tell them a story and
they could see what was happening in their mind even
without pictures?
6. Teacher explains that visualizing is an important part of
reading because we can become a part of the story and
experience the story like you’re in it with the characters.
7. Teacher pre-teaches [guided reading] text by
introducing the text, which may be familiar to many
student. Teacher asks if any student has read the text
before and if not, explains the basic plot of the story.
8. Teacher pre-teaches [guided reading] text by giving
context to the specific part of the book that will be read,
explaining that it takes place when the children and their
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families are first entering the chocolate factory, and are
walking into the Chocolate Room. The teacher explains
that this part has lots of details and description that will
help with visualizing.

9. Teacher pre-teaches difficult vocabulary [working with

words] to be found in the text by having student briefly
act the words out. If unknown, teacher acts out and
defines the word verbally.
-Tremendous -Churning -Flabbergasted

10. Teacher gives instructions for what student will be

doing as his visualizing activity [guided reading] using
instructions similar to as follows
- I am going to read this passage twice, and while I do,
you will have the opportunity to draw or write (or do
both) about what you are visualizing. Remember to use all
5 senses to experience the story. There are colored pencils
and markers, and you can use any other drawing materials
you have to create your image.

11. Teacher answers questions and clarifies instructions if

necessary.

12. As the teacher reads (during reading) the section of the

story twice, student employs visualization to draw and
write on the handout what he sees, hears, tastes, touches,
and smells. [listen to reading], [writing]

13. After reading the passage twice (post-reading), student

will share his picture and some of the words he wrote
down with his teacher.

14. Teacher brings out the original sentence she wrote: In

the summer, I go to the park. Teacher explains that now
that we have learned visualizing, we are going to move
onto something called inferring and has the student repeat
the word. She says we are going to assume some things
about the person at the park by answering some questions,
as follow:
a) If the person at the park, what kind of mood do you
think they’re in?
b) Who do you think the person is at the park with?
c) What do you think the weather is like?
d)What does the person do at the park?
(pre-teaching)

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15. Teacher explains that when we come up with answers
that are assumptions, we are inferring. The teacher then
explains that we use our experiences and clues from the
text or pictures to make inferences, and that we can do this
when we read. (pre-teaching)

16. Teacher introduces the next text, Where’s Walrus? and

explains that this is a unique book, because it has no
words. However, we are still going to be able to
understand the story, because we can make inferences.

17. Teacher explains that when we make an inference in

our head as we go through the story, we are going to write
it down on a sticky note and stick it to the page where we
made the inference.

18. Teacher and student go through Where’s Walrus?.

Student makes and sticks inferences throughout the story,
with teacher prompting as necessary (during-reading)
[guided reading] [writing]

19. After finished reading, teacher asks student to explain

why we made these inferences and how they were helpful
to our reading experience. (post-reading)

20. Teacher brings out the original sentence she wrote: In

the summer, I go to the park. Teacher explains that now
that we have learned inferring, we are going to move onto
something called questioning and has the student repeat
the word. Teacher asks students what kind of questions he
might ask to find out more about the sentence, and if
necessary gives examples, such as:
Why is the person going to the park?
(or very similar questions to the ones the teacher asked for
the inferring exercise). (pre-reading)

21. Teacher explains that when we ask ourselves questions

while we read, we are engaging with the text, and it helps
us to look for our answers as we go along. (pre-reading)

22. Teacher explains that we are going to go through one

of the texts again, whichever the student prefers [self-
selected reading], and go through with a different color
of sticky notes, like we did with inferences, and every
time we come up with a question, we will write it down

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and stick the question on the page.

23. Student selects text and student and teacher go through

it once again, asking questions along the way [guided
reading] [writing]

24. After reading, teacher and student go back through the

questions and determine whether they were able to answer
them after reading the story.

25. After finished reading, teacher asks student to explain

why we asked these questions and how they were helpful
to our reading experience. (post-reading)

26. Teacher asks students to remind her of the three

strategies we have learned so far today. Student gives
these responses with support if necessary. (post-reading)

27. Teacher explains that we are going to try and use these
stretegies, as student reads through I Will Surprise My
Friend!, an Elephant and Piggie story that the student
asked the teacher to bring the previous week [self-selected
reading]

28. Student reads through the text, using sticky notes if

desired, and voicing how the uses visualization,
inferences, and questioning as he reads with teacher
prompting as needed. (during reading) [guided reading]

29. (After reading), teacher explains that because we all

have our own experiences, we all visualize, infer, and
question differently, meaning no one reads stories the
exact same way.

30. Teacher asks student which of the strategies he found

most useful and if he thinks he will keep using these
strategies when he reads. (post-reading)