<p> 1. Readers Workshop Daily Plan</p><p>1. Mini-Lesson Focus: Visualization</p><p>Reading Standard: ELACC.RL.1 </p><p>EQ: How does visualizing help me better understand what I am reading?</p><p>Visualization: The Big Red Barn: Show students the poster from Reading Power (see example below) of the things students should do when reading. Point out that one of those thinking skills is visualization. Show students what this looks like by giving them the word moon and asking them to put a picture of a moon in their heads. Share. Then give students the word luminary and ask them to put a picture in their head. If they can’t then there is no meaning for the word. Explain that luminary is something that gives off light like a star. Now see if they can put a picture in their head. Share poster of Visualize Song (see below) and sing with students. Using the book, The Big Red Barn (or any picture book that most students will have background knowledge for) read the first few pages. Make sure you don’t show the front of the book or the illustrations. After reading, ask students to close their eyes and think about the picture they have in their head. Have some students share their thinking – record on chart paper. Read a couple of more pages and then send students back to write what they are thinking. For many students it will only be drawings. If students say they can’t draw a barn, or pig, or horse, remind them about the shapes they are learning in math. As you walk around and conference with students, have them tell you about their thinking. You may record as they dictate or if students are able they may label their drawings. </p><p>3. Student Reading/Teacher Conferring </p><p>4. Reading Share: Student Teacher</p><p>Bring students back to carpet and ask them to share some of the visualization that occurred while they were reading. See if anyone shares a connection. </p><p>Materials Time Frame  Chart of Reading Power boy Mini-Lesson: 15-20 minutes  Visualize Song on chart paper Read/Confer: 15-20 minutes  Picture book Sharing: 5 minutes</p><p>Reader’s Workshop Reminder Literature Connection Make a point of stopping your readers as they are practicing Any piece of literature will this strategy. You may want to set a timer after a few make a reader put pictures minutes and have them turn to a partner and tell the picture in their heads. Remember in their head. Students don’t all have to have the same for picture books to just not books. Good readers visualize every time they read. show illustrations. Make the students think the illustrations</p><p>Troup County Schools 2012 Readers Workshop Mini Lesson Visualize 1. </p><p>Question</p><p>Determine Infer Visualize Importance</p><p>What do good readers do?</p><p>Visualize Song (to the tune of “Twinkle, Twinkle, Little Star”)</p><p>When my teacher reads a book Then my brain begins to look! Seeing pictures in my head As the story’s being read, Making pictures, me and you. You can THINK some pictures too!</p><p>Troup County Schools 2012 Readers Workshop Mini Lesson Visualize</p>