Core Curriculum Objective(s):
Locate, recall, classify and/or compare details, in a sequence or from the selection. (5-CM-4)
Read, identify, recognize, and demonstrate comprehension of a variety of genres, determine the type of literature and compare the present selection to previous selection. (5-AL-2)
RESTATEMENT: Students will draw pictorial representations based upon a reading selection to assist in recall of content.
Overview: Picture Mapping, a strategy developed by Dr. Jeff Wilhelm, gives reluctant or poor readers a way to represent what they have read in a visual way. It allows for student creativity and group interaction.
FOCUS/ESSENTIAL QUESTION(S):
* How can you tell that a reading selection is a piece of informational text?
* What are key detail clues?
* What are symbols and how are they used? How can pictures or symbols help you understand a reading selection?
TIME FRAME: This strategy will be taught via a series of mini-lessons. Once all mini-lessons have been taught, students will need to practice the strategy several times prior to being assessed in the use of the strategy.
- Three mini-lessons based upon the focus/essential questions above. Each mini-lesson will last 15-30 minutes.
- One mini-lesson teaching how to create a picture map based upon a reading selection.
- An appropriate number of strategy practice opportunities, each lasting 20-30 minutes. (Approximately 4-5 sessions)
- Assessment, 2 1/2 - 50 minute periods, if done in class. (Half a period in the library to go over assignment requirements and for selection of reading material, 1 period for project creation, and one period for presentations.) The assessment can also be done as a take-home project, if desired, with only the presentations occurring during class. If done this way, 1/2 period would be needed to go over project requirements and presentations would take 1 period.
RESOURCES: large drawing paper (poster size), crayons, markers, informational reading selections drawn from a variety of sources (science, social studies, and health texts; library books; encyclopedia; magazines; etc.); reading basal and other "story" texts; chalk and chalkboard (and/or overhead and pens)
ASSESSMENT: Students will be given the assignment rubric and the teacher will discuss the project with the class. Students will have the opportunity to ask any necessary question. They will then have the opportunity to go to the Media Center to self-select an informational passage to present to the class. Students will use Picture Mapping to document the key ideas and supporting details of an informational text and then present that information to the class orally and via their picture map.
INSTRUCTIONAL ACTIVITIES:
Mini-lesson #1: (Approximately 20 minutes.)
* Divide students into groups of three to five students. To divide into groups students can count off, students can self-select their groups, or the teacher can pre-select the groups.
* Give each group a selection of 4-6 reading excerpts - half should be informational excerpts and half should be story excerpts. The excerpts should be no longer than half a page in length and all groups should have the same excerpts. Provide a title for each excerpt to provide for easier communication during group discussion.
* Each group should read their excerpts and determine those that should be grouped together - do not give the students any clues ahead of time. Just tell them to figure out which excerpts belong together. Allow approximately 10 minutes for reading and sorting.
* As students are working on their posters, the teacher should circulate and monitor progress. Make sure that the students are on task and completing the assignment appropriately. Provide verbal feedback to students.
* Have a member of each group share how the excerpts were sorted and provide justification.
* After all groups have shared, discuss the criteria groups used for sorting. Ideas such as the following should come up: one group tells a story and the other gives information, one group has characters and the other does not, one group has headings/italics/bold print and the other doesn't, etc. If these ideas are not presented, help lead the students in this direction.
* Bring closure to the activity by having students summarize the differences between story texts and informational texts.
Mini-Lesson #2: (Approximately 20 minutes.)
* The teacher will introduce the mini-lesson by explaining that this lesson will help students identify the most important details in an informational reading selection so that comprehension will be greater.
* The teacher will pass out (or put on the overhead) informational excerpts. These can be the same excerpts as used in mini-lesson 1. Make sure that within the excerpts there are examples of highlighted text, italics, bullets, bold print, and charts/graphs.
* Have the students read the excerpts independently. Then ask the students what text conventions helped them pick out important details. As students volunteer answers, make a list of the conventions on the board/overhead. Help students identify where highlighted text, italics, bullets, bold print, and charts/graphs are used within the excerpts and talk about how these are tools that an author will use to emphasize important points.
* Also inform student that the beginning of paragraphs; the first and last sentences of the text and of paragraphs; and surprises, shifts, or changes in focus or emphasis often signal a new key idea.
* Once all the information is presented, create a poster to display in the classroom to remind students of these key detail clues. Either the teacher can create the poster or ask a student volunteer to do it. This poster should be kept up during most of the practice phase of instruction.
Mini-lesson #3: (Approximately 15 minutes.)
* Have the students look at the American flag in the classroom (or another symbol if a flag is not available). Ask each student to work with a partner and to create a list of everything they think of when they see the flag. Each group should then share an idea from their list. Write the shared ideas on the board/overhead.
* The teacher should lead a discussion regarding symbols. Explain that a symbol is something that has an agreed upon, shared meaning; that a symbol stands for something else.
* Have the students generate a list of symbols. Write them on a large sheet of paper to be displayed in the classroom.
Mini-lesson#4: (Approximately 25 minutes.)
* The teacher should create a picture map based upon an informational passage prior to the mini-lesson. (See attached sample based upon "Republic of Cockroaches - When the Ultimate Exterminator Meets the Ultimate Pest")
* Introduce the lesson by remind the students of the previous mini-lessons completed. Ask students to summarize what was discussed in the three mini-lessons. Explain that in this mini-lesson all those components will be tied together; that the students will learn a strategy that will help them remember the details of an informational passage.
* The teacher should share the picture map he or she created by telling the students about the content of the selection the teacher read. The teacher will use the picture map as a prompt.
* Divide students into groups of three to five students. To divide into groups students can count off, students can self-select their groups, or the teacher can pre-select the groups.
* Pass out a copy of an informational reading selection. Have half of the groups read one selection and half of the groups read another selection. (All members of an individual group should read the same selection.) Each member of the group should read the selection independently. The group also needs to select a paper holder and an explainer.
* Pass out crayons, markers, and large sheets of paper (poster size) to each group.
* After reading, each group should produce a picture map that depicts their reading selection. All group members must participate and must draw at least one item on the picture map. (For those students who balk and say, "I can't draw!" remind them that they don't come to school to do what they already can do - they come to learn something new. In order to learn how to draw, they have to practice.) Groups may work on the floor, on tables, in the hallway - wherever they are most comfortable - to create their posters.
* As students are working on their posters, the teacher should circulate and monitor progress. Make sure that the students are on task and completing the assignment appropriately. Provide verbal feedback to students.
* Once the posters are completed, the groups should present their picture maps to the class. The paper holder holds the poster while the explainer tells the rest of the class about the content of their reading selection. (Having two different reading selections allows for different information to be shared. Having more than one group read each selection allows the students to see that it doesn't matter how you do your picture map as long as it is meaningful to you.)
* Each group should display its poster either in the classroom, the hallway, or another appropriate location within the school.
Students should have the opportunity to practice this skill in a variety of settings after this introduction. Picture maps should be created during a variety of instructional times: science, social studies, math, etc., as well as reading instruction. It would be ideal to have another teacher, such as a related arts teacher or the guidance counselor, also use this technique with the students so they see that the strategy is beneficial in a variety of settings. Have students work both alone and with groups on future practice selections.
Assessment Assignment:
* Once students have had adequate practice using this skill, have them complete the assessment assignment. This assessment can be completed either entirely in class or as an out-of-school project that is presented to the class.
* Pass out the attached assignment sheet and rubric. Go over the assignment sheet and the rubric with the students, allowing them to ask any necessary questions.
* Take the students to the Media Center to self-select an informational passage that meets the assignment requirements.
If students are to work on the project in class:
- Once students have selected their informational passage, they should have their selection approved by the teacher.
- Next, students should begin reading their selections.
- After reading, students should begin work on their picture maps.
- Students will then present their picture maps and the information learned from their selection to the class.
- Students are assessed using the provided rubric.
If students are to complete the project at home:
- Once students have selected their informational passage, they should have their selection approved by the teacher.
- Students should take their selected passage and write the assignment due date in their agenda books.
- Students will complete the picture map at home.
- Students will bring their completed picture map to class and present the information learned from their selection to the class.
- Students are assessed using the provided rubric.
PICTURE MAPPING
ASSIGNMENT SHEET |
Name: _______________________________
Date: _____________________ |
| You have been practicing Picture Mapping as a tool to help you understand informational texts that you read. Now it's your turn to show what you've learned!!! |
- Select a topic that interests you.
- Get the topic approved by your teacher.
- Locate a non-fiction selection that deals with your topic. Your selection can come from any source - Internet, encyclopedia, non-fiction book, magazine, newspaper, etc.
- Your selection must be between one and three pages and length.
- Get your selection approved by your teacher.
- Read your selection carefully.
- Create a Picture Map that explains the content of your selection. Use symbols and color to enhance your Picture Map. Be creative.
- Present your Picture Map to the class and share the content of your article.
- You must provide the teacher with a copy of your non-fiction selection by the due date.
|
| Due Date: ______________________________ |
|
RUBRIC
Picture Map |
Topic:
___________________________
Selection: ___________________________
|
Skilled |
Acceptable |
Not Acceptable |
Not Completed |
| General Requirements |
5 |
3 |
1 |
0 |
| 1. Topic approved by teacher |
|
|
|
|
| 2. Non-fiction selection approved by teacher |
|
|
|
|
| 3. Symbols used on Picture Map to represent details and ideas from the reading selection. |
|
|
|
|
| 4. Significant details of the selection represented on Picture Map |
|
|
|
|
| 5. Picture Map used as a resource during presentation. |
|
|
|
|
| 6. Significant details accurately recalled during presentation. |
|
|
|
|
| 7. Teacher provided with a copy of non-fiction selection by due date. |
|
|
|
|
| 8. Neatness |
|
|
|
|
| 9. Creativity |
|
|
|
|
| 10. Timeliness |
|
|
|
|
| SUB-T0TAL |
|
|
|
|
| TOTAL |
/50 |
|
