Purpose: Students need to be able to understand the reading strategy of visualizing and how it
can help in understanding the text.
Outcomes: Students will extend their abilities to view, listen to, read, comprehend, and
respond to a range of contemporary and traditional grade-level texts.
Indicators: Construct mental images (e.g. think critically about the writer’s/presenter’s use of
language to evoke sensory images, feelings, or mood.
• Model and discuss reading strategies
• Think aloud
• Turn and talk
• Visualizing templates
• Observation and developmental checklists
• Anecdotal records
Lesson Outcome: Students will understand the strategy of visualizing and know its importance
and when to apply it.
Set: Classroom, meeting area
1. Introduce the strategy of Visualizing.
2. Good readers visual the pages of the books on their head when there are no pictures.
3. You use the words of the author to create pictures or visual images , like a movie in your
4. It is a good thing to activate your imagination while visualizing
5. You combine your background knowledge with the words of the author to create
6. You use your all your senses to create these images
7. Read the following story to the class: (I’m going to read you a story and while I’m
reading the story, I’d like you to close your eyes and visualize. See if you can make a
picture or a movie in your mind while you listen to the story. Then we’re going to talk
about the pictures you made. Everybody, close your eyes and remember that when you
are visualizing, the only part of your body that should be moving is your brain. Here we
go. . .
It is recess time at your school and I want you to visualize yourself outside somewhere on the
school playground or school grounds. Where are you? Take a moment to look around you.
What can you see from where you are standing? What sounds can you hear? What is the
weather like? Visualize yourself eating a recess snack. Take a bite. What are you tasting
right now? Keep eating your snack. Suddenly you hear someone calling your name.
Visualize yourself looking around to try to locate where the sound is coming from. You
suddenly see someone you know very well running towards you. The person is calling your
name and has something in his or her hands. This person reaches you, talking very quickly
and seeming very excited to show you what is in his or her hands. The person shows you and
tells you about it. You ask if you can take a closer look at it. Visualize yourself holding the
object. Now someone else comes to join you and you all look at this thing. Suddenly, the bell
rings. Visualize yourself running with your friends to the nearest door and walk towards your
classroom. Open your eyes
8. Ask the following questions:
a. Who had a movie in their heads while I told you that story?
b. Who had a colored movie? Whose movie was in black and white?
c. Who had sounds in their movie? Tastes? Feelings?
9. Point out to students that “visualizing” is not just about things we see. When we
visualize we are actually using all five senses: sights, sounds, tastes, touch and smells.
10. Read over the following questions on chart paper and have the students turn and talk .
Model what this will look and sound like first.
1 Where were you on the playground?
What was the weather like?
What was your recess snack?
What sounds could you hear?
Who was calling your name?
What object did the person show you?
11. Explain to the class that you are going to read a book now to them without showing the
title or the pages. They will have to visualize the images in their minds.
12. Model a page from a different book to show how this will be done. Talk about the fact
that you don’t spend too much time with small details and how to write the words of
the sounds, feeling you get and words that stick.
13. Next read “Owl Moon” and divide the book up into four sections ahead of time. Stop
after each section and have students sketch the images and write the words.
14. Ask for possible titles. Share the book and illustrations with the class in a gathering
area so all can see the pictures the author and illustrated have.
15. Follow-up suggestions: Students write about what they learned today about visualizing
on a template.
16. Use other books to repeat this lesson.