Students Visualize to Make Sense of Text

Students Visualize to Make Sense of Text

Curricular Plan for Making Meaning
First Grade
Unit 4: Visualizing (Poetry and Fiction)
4 Weeks
Students should understand and be able to:
Comprehension Focus
  • Students visualize to make sense of text.
  • Students informally use schema and inference as they visualize.
  • Students read independently.
Social Development Focus
  • Students relate the values of respect, caring, and responsibility to their behavior.
  • Students develop the group skills of speaking clearly and giving one another time to think.
  • Students learn procedures for and participate in “Think, Pair, Share” and class meetings.

Mentor Texts
  • Did You See What I Saw? Poems About School
  • “The Balloon Man”
  • In the Tall, Tall Grass
  • Sheep Out to Eat
  • The Snowy Day

Making Meaning Program
Week 1
Day 1: Class Meeting
  • Teach and practice Class Meeting procedure
  • Reflect and close the Class Meeting
  • Read independently/monitor the students’ reading levels and understanding
/ Day 2: Read Aloud/Strategy Lesson - Did You See What I Saw? Poems About School, “School Bus”,” and “Sliding Board”
  • Introduce and practice “Think, Pair, Share” and Visualizing
  • Read aloud and visualize
  • Read independently/monitor the students’ reading levels and understanding
  • Extensions: Read other poems from Did You See What I Saw?,Compare “Sliding Board” and “Swinging”
/ Day 3: Guided Strategy Practice - “The Balloon Man”
  • Introduce “The Balloon Man”
  • Read aloud and visualize
  • Draw mental pictures of the Balloon Man
  • Read independently/monitor the students’ reading levels and understanding
Assessment: visualizing
Common Core State Standards
RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
RF.1.4a Read on-level text with purpose and understanding.
RF.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RL. 1.1 Ask and answer questions about key details in a text.
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.1.1b Build on others' talk in conversations by responding to the comments of others through multiple exchanges. / RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
RF.1.4a Read on-level text with purpose and understanding.
RF.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RL. 1.1 Ask and answer questions about key details in a text.
RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.1.1b Build on others' talk in conversations by responding to the comments of others through multiple exchanges.
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. / RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
RF.1.4a Read on-level text with purpose and understanding.
RL. 1.1 Ask and answer questions about key details in a text.
RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.1.1b Build on others' talk in conversations by responding to the comments of others through multiple exchanges.
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Making Meaning Vocabulary
Week 10
Vocabulary Words: mutter, arrange, collapse, resent
Day 1
  • Play “Which Word is it?” – Ongoing Review
  • Introduce and define new words
  • Arrange Blocks
Assessment:comprehension of word meaning, challenging words / Day 2
  • Review words
  • Imagine That!
/ Day 3
  • Discuss and act out the words

Common Core State Standards
L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).
L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). / L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).
L.1.5d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
RL. 1.1 Ask and answer questions about key details in a text.
RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). / L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).
L.1.5d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
Making Meaning Program
Week 2
Day 1: Read-Aloud- In the Tall, Tall Grass
  • Read aloud
  • Discuss the story
  • Read independently/monitor the students’ reading levels and understanding
/ Day 2: Strategy Lesson
  • Model and visualizing with the read-aloud
  • Draw mental pictures and make a class book
  • Read independently
  • Extension: Compare In the Tall, Tall Grass and In the Small, Small Pond
Assessment: supporting visualizations with evidence from the text / Day 3: Class Meeting
  • Review procedure and gather for a Class Meeting
  • Discuss the Reading Community
  • Read independently/monitor the students’ reading levels and understanding

Common Core State Standards
RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
RF.1.4a Read on-level text with purpose and understanding.
RF.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RL. 1.1 Ask and answer questions about key details in a text.
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.3 Describe characters, settings, and major events in a story, using key details.
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.1.1b Build on others' talk in conversations by responding to the comments of others through multiple exchanges.
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. / RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
RF.1.4a Read on-level text with purpose and understanding.
RL. 1.1 Ask and answer questions about key details in a text.
RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.1.1b Build on others' talk in conversations by responding to the comments of others through multiple exchanges.
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. / RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
RF.1.4a Read on-level text with purpose and understanding.
RL. 1.1 Ask and answer questions about key details in a text.
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.1.1b Build on others' talk in conversations by responding to the comments of others through multiple exchanges.
Making Meaning Vocabulary
Week 11
Vocabulary Words: glide, thrilling, bob, tug
Day 1
  • Finish the Story – Ongoing Review
  • Introduce and define new words
  • Picture and discuss words in context
  • Make connections to the words
/ Day 2
  • Review the words
  • Imagine and discuss the words
/ Day 3
  • Act out the words
  • Answer questions about the words

Common Core State Standards
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
L.1.4a Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).
L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). / L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).
L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). / L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).
L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
Making Meaning Program
Week 3
Day 1: Read-Aloud - Sheep Out to Eat
  • Read aloud
  • Discuss the story and make personal connections
  • Monitor the students’ reading levels and understanding
/ Day 2: Strategy Lesson
  • Reread story andvisualize
  • Monitor the students’ reading levels and understanding
  • Extensions: Read and illustrate another story from the Sheep series, Think about lists, menus, and signs
Assessment:supporting visualizations with evidence from the text / Day 3: Class Meeting
  • Review procedures and gather for a class meeting
  • Introduce and share reading lives
  • Draw and write about favorite books
  • Monitor the students’ reading/get to know the students’ reading lives

Common Core State Standards
RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
RF.1.4a Read on-level text with purpose and understanding.
RL. 1.1 Ask and answer questions about key details in a text.
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.3 Describe characters, settings, and major events in a story, using key details.
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.1.1b Build on others' talk in conversations by responding to the comments of others through multiple exchanges.
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. / RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
RF.1.4a Read on-level text with purpose and understanding.
RL. 1.1 Ask and answer questions about key details in a text.
RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.1.1b Build on others' talk in conversations by responding to the comments of others through multiple exchanges. / RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
RF.1.4a Read on-level text with purpose and understanding.
RL. 1.1 Ask and answer questions about key details in a text.
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.1.1b Build on others' talk in conversations by responding to the comments of others through multiple exchanges.
Making Meaning Vocabulary
Week 12
Vocabulary Words: much, dart, glow, lunge
Day 1
  • Play “Which Word am I?”- Ongoing Review
  • Introduce and define new words
  • Discuss and act out the words
  • Discuss the words
Assessment:word identification, comprehension of word meaning, enjoyment of learning new words / Day 2
  • Review the words
  • Play “Does it Glow?”
/ Day 3
  • Play “Which Word Is It?”

Common Core State Standards
L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).
L.1.5d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
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