Sensory Images

© 2012 Teachers For Teachers. All rights reserved.

Sensory Images

What images do I see, hear, feel,

taste, and smell?

Unit of Study: Sensory Images

© 2012 Teachers For Teachers. All rights reserved. 2

Prior Knowledge What prior knowledge about

comprehension do students need to

have before entering this Unit of

Study?

What is schema?

Monitoring for Meaning

Definition What is creating sensory images?

Creating sensory images is a strategy readers use to think

more deeply about a text. It is when a reader combines

their schema and the information in the text to create an

image in their mind. This image can represent all of the five

senses (visual, smell, taste, sound, touch or feeling). Creating

sensory images also helps a reader draw on specific details in

the text (e.g. a character’s thoughts, words or actions;

elements of tone, meaning or beauty of a text), creating an

interaction between the reader and the text. When readers

make sensory images as they read, it helps them understand

and enjoy the story more. It is as if you are experiencing the

text as it is happening and it is hard to stop reading.



Literary Elements:

WHAT an author uses to compose

the text. Readers pay attention to

the literary elements when reading

(details in a text) in order to infer

the text’s deeper meaning.

Literary Elements Include:

Characters

Setting

Problem/Conflict

Solution/Resolution

Theme

Title

How do images help us notice and infer about CHARACTERS:

What characters say, act or think

Characters’ feelings

How do characters look and sound

Characters’ motivations

Characters’ perspectives or points of view

How characters respond to problems/conflicts

(internal or external)

How characters change (internally versus externally)

How characters impact or influence each other

How do images help us notice and infer about SETTING:

What kind of place is this

How does this place look, sound, smell, feel

How the social, historical, political or economic

context for this text for this setting help me know

how it looks, sounds, smells and feels

How do images help us notice and infer about

PROBLEMS/CONFLICTS:

Describe major events (see, hear, feel, smell)

Describe how characters respond to conflicts (see,

hear, feel, smell)

Understand internal conflicts characters face (man

vs. himself) (man vs man) (see, hear, feel, smell)

Understand how characters respond to conflict

How do images help us notice and infer about

SOLUTIONS/RESOLUTIONS

Understand how characters solve or resolve problems

(see, hear, feel, smell)

Understand what characters learn (see, hear, feel,

smell)

Describe how characters respond to conflict and how

this impacts the resolution (see, hear, feel, smell)

THEME: Readers pay attention to what characters’ learn

and how characters’ change in order to infer the bigger

messages in the text

How do images help us notice and infer about THEMES:

How does the themes/message/moral make us feel

How do images help us notice and infer about TITLE:

What is the title

Why the author chose the title

How the title connects to characters

How the title connects to themes



Literary Crafts/Devices –

HOW an author chooses to convey

meaning. Literary devices are tools

an author uses convey deeper

meaning.

Word Choice/Figurative Language

Structure

Theme

Mood

Symbolism

Point of View

WORD CHOICE: We notice the words authors’ choose and

we infer how these decisions add imagery to the text.

Figurative Language:

Repetition – Authors repeat words or phrases to

draw attention

Similes – Authors use comparisons using like or as to

show how two unlike objects or ideas are similar

Metaphor –Authors use comparisons to show how two

unlike objects or ideas are similar

STRUCTURE: We notice the way authors’ structure texts

and we infer why authors make these specific decisions to

impact the imagery in the text:

Organization of overall text (chapters show

different time periods, different character’s points

of view)

Dialogue between characters

Description

Characters’ inner thinking

POINT OF VIEW: The different perspectives of the

characters, the author and the reader and how point of view

impacts the imagery in the text

Who is telling the story

Whose point of view is missing

What is the author’s point of view

How do the characters points of view differ



Sample Anchor Lessons

For Strategies, Literary

Elements, Crafts and

Devices

What is Sensory Images? Why do readers create sensory

images?

1. What is creating sensory images?

2. Creating sensory images helps you love

reading

3. Creating sensory images keeps you engaged

as a reader

4. How is creating sensory images like an

inference?

5. Sensory images are more than what we

see.—they are also what we hear, smell, feel

and taste

6. Sensory images can be used to understand a

variety of genres (poetry)

7 Sensory images can be used to understand a

variety of genres (information)

How do readers use sensory images to understand text?

8. Sensory images change as you read through a piece of

text

9. Sensory images are used to retell a text

10. Sensory images are used to form unique

interpretations of the text

11. Sensory images are used to draw conclusions

and understand the story better

12. Sensory images help the reader understand

who is speaking in non-referenced dialogue

13. Sensory images are influenced by shared

images of others

14. Readers use creating images in combination with other reading strategies.

15. How do readers record their sensory

images?



Anchor Charts GENERAL ANCHOR CHARTS FOR SENSORY IMAGES

What is a sensory image?

How is a sensory image an inference?

What is evidence?

Different ways readers create sensory images

How does creating sensory images help us as

readers?

How do readers talk about sensory images?

WAYS TO USE SENSORY IMAGES TO COMPREHEND

How do sensory images help readers engage in a

text?

How do sensory images help readers retell a text?

How do sensory images help readers infer?

CREATING SENSORY IMAGES ABOUT CHARACTERS

Creating sensory images about characters – how do

they look, sound, feel?

How readers use sensory images to understand

characters’ motivations, responses and points of

view?

Sensory images help the reader understand

who is speaking in non-referenced dialogue

CREATING SENSORY IMAGES ABOUT SETTING

Creating sensory images about setting – how does it

look, sound, feel, smell?

How readers use sensory images to understand the

setting and how it impacts the story?

CREATING SENSORY IMAGES TO HELP UNDERSTAND

THEME

How readers use sensory images to form unique

interpretations of the text

How readers use sensory images to draw conclusions

and understand the story better

USING SENSORY IMAGES TO THINK ABOUT AN

AUTHOR/GENRE/TOPIC

How do we create sensory images when we read

different genres?

Noticing word choice and how these decisions impact

our images as readers.



Ways to Record Thinking Graphic Organizers, Post-its,

Journals

Post-its

Graphic organizers

Writing

Drawing

Stop and Jot

Turn and Talk

Two or Three Column Charts



On-Demand Prompts

(Pre, During and Post)

WHAT IS A SENSORY IMAGE?

What is a sensory image and how does it help you as a

reader?

What is an inference and how does it help you as a

reader?

WAYS WE USE SENSORY IMAGES TO COMPREHEND

Tell/write/draw the images are in your head. What

words helped you create that image? How does this

help you understand the text?

How does creating sensory images help you retell

your book?

WAYS WE USE SENSORY IMAGES TO UNDERSTAND

CHARACTERS

What words helped you feel what the character was

feeling?

How did your sensory images help you understand the

character motivations, responses, actions and point

of view?

How have your sensory images help you understand

the characters in your text?

WAYS WE USE SENSORY IMAGES TO UNDERSTAND

SETTING

Write, draw or describe orally the sensory images

you created about the setting – how does it look,

sound, feel, smell?

How have your sensory images helped you to picture

and understand the setting and how it impacts the

story?

WAYS WE USE SENSORY IMAGES TO HELP

UNDERSTAND THEME

Write, draw or describe orally the big ideas or

themes of this text. How did your sensory images

help you think about the theme or big idea?

USING SENSORY IMAGES TO THINK ABOUT AN

AUTHOR/GENRE/TOPIC

How do you use sensory images to understand

different genres?

How does the author’s word choice help you create

sensory images? Please provide a few examples.



Evidence of Understanding

and Independence (Oral and written)

Turn and talk conversations

Oral retellings with partners

Oral book talks

Written retellings

Constructed responses

Post-its

Graphic organizers

Drawing

Stop and Jot

Pre and post on-demand assessments

Conference notes

Responses to Literature –Essays, Blog Posts,

Presentations, Discussions



P – With Prompting and Support I – Independent Application S – Secure Application

Concepts to Teach K – 2 Common Core

Standards

3 – 5 Common Core

Standards

K 1 2 3 4 5

1. What is creating sensory

images?

N/A N/A P I I S S S

2. Creating sensory images helps

you love reading

N/A N/A P I I S S S

3. Creating sensory images keeps

you engaged as a reader

RL 1-10

RI 1-10

RL 1-10

RI 1-10

P I I S S S

4. How is creating sensory images

like an inference?

RL 2,3,6,7,8,9,10 RL 1,2,3,4,6,7,8,9,10 P I I S S S

5. Sensory images are more than

what we see – they are also

what we hear, smell, feel and

taste

RL 2,3,6,7,8,9,10 RL 1,2,3,4,6,7,8,9,10 P I I S S S

6. Sensory images can be used to

understand a variety of genres

(poetry)

RL 5 RL 5 P I I S S S

7. Sensory images can be used to


(information)

RL 4, 5

RI Standards

RI Standards P P I I S S

8. Sensory images change as you

read through a piece of text

RL 7 RL 7 P I I S S S

9. Sensory images are used to

retell a text

RL 1, 2, 3, 7, 10

SL 2

RL 1, 2, 3, 10

SL 2

P I I S S S

10.Sensory images are used to

form unique interpretations of the

text

RL 2,3,6,7,8,9,10 RL 1,2,3,4,6,7,8,9,10 P I I S S S



P – With Prompting and Support I – Independent Application S – Secure Application

Concepts to Teach K – 2 Common Core

Standards

3 – 5 Common Core

Standards

K 1 2 3 4 5

11.Sensory images are used to

draw conclusions and understand

the story better.

RL 2,3,6,7,8,9,10 RL 1,2,3,4,6,7,8,9,10 P I I S S S

12.Sensory images help the reader

understand who is speaking in non-

referenced dialogue

RL 6 RL 6 P I I I S S

13.Sensory images are influenced

by shared images of others

RL 10

SL 1,2,3,6

RL 10

SL 1,2,3,4,6

P I I S S S

14.Readers use creating images in

combination with other reading

strategies

RL 1-9

RI 1-9

RL 1-9

RI 1-9

P P I S S S

15.How do readers record their

sensory images?

WS 1,8 WS 1,8,9 P P I I S S



Recommended Model Texts for Sensory Images

Title Author Notes

All the Places to Love Patricia Maclachlan

All the Small Poems Valerie Worth Poetry

Color Me A Rhyme Jane Yolen Poetry

Creatures of Earth, Sea and

Sky Georgia Heard Poetry

Fireflies Julie Brinkloe

Good Dog Carl Alexandra Day (Many of thee authors have

written several texts that will

work well for this unit of study)

Grandpa’s Face Eloise Greenfield

Hello Ocean Pam Munoz Ryan

Honey I Love Eloise Greenfield poetry

Hurricane Jonathan London

I’m in Charge of Celebrations Byrd Baylor

Owl Moon Jane Yolen

The Napping House Audrey Wood

Night in the Country Cynthia Rylant

Pocket Poems Bobbi Katz poetry

The Quiet Book Deborah Underwood

The Raft Jim Lamarche

Roller Coaster Marla Frazee

The Salamander Room Anne Mazer

Seven Blind Mice Ed Young

The Storm Book Charlotte Zolotow

Smokey Night Eve Bunting

Soft House Jane Yolen

Wilfred Gordon McDonald

Partridge Mem Fox



Anchor Lesson: 1 What is creating sensory images?

Pre-assessment Turn and talk to your partner about your five senses. Tell about a time you were able to see, hear or feel something from the words in a book while you were reading.

Notes to Build Next

Lesson

Select the Materials Owl Moon, Jane Yolen.

Name the Strategy

Explain

“I have noticed that …” “A strategy readers use is …” Introduce the Text

Creating sensory images is a strategy readers use to think more deeply about a text. When a reader combines their schema and the information in the text to create an image in their mind. This image can represent all the five senses – seeing, smelling, tasting, hearing, touching or feeling. When readers make sensory images as they read it helps them not only understand the story and enjoy the story more. A reader feels as if they are right there with the character watching, listening and feeling everything the characters are going through.

Demonstrate the

Strategy

Say: Think aloud.

Show: Model. Explain: How this will help them as a reader.

Watch me. I am going to read a piece of this story and then tell you the senses I am experiencing in my mind. I am going to create a sensory image as I read. Read the first page and think aloud.

I can see in my mind the forest at night. I can feel just how still the air is. I don’t hear any animal scurrying or the trees swaying in the wind. I only hear their footsteps crunching in the snow. The words in the text that help me create this image in my mind are: “There was no wind. The trees stood still as giant statues.” Repeat this process for the next several

paragraphs.



When readers create sensory images in their minds it helps them to understand the text. Our images make us feel as if we are right there in the book standing next to the characters.

Provide Guided

Practice

Invite the students to

practice the strategy with

teacher guidance.

We will continue to think about this strategy for the next few weeks. When we use this strategy we will talk about it by using these words:

I see… The words in the text that help me create an image are… I can picture… When I read that, I felt… Add to the classroom anchor chart: Ways to Talk about our Sensory Images

Provide Independent

Practice

Remind students before

they go off to read … “When you go to RW try

…”

Today, when you go off to RW, think about any images you are creating in your mind. We will continue to use this strategy for several weeks.

Conference Points Tell me what images are in your head. What words helped you create that

image?

Share/Reinforce Ask one student to share an excerpt from

their independent reading book and a

sensory image that s/he made.



Anchor Lesson: 2 Creating sensory images helps you

love reading

Pre-assessment Turn and talk to your partner about a time that you couldn’t put a book down because you

enjoyed it so much.

Notes to Build Next

Lesson

Select the Materials Wilfred Gordon McDonald Partridge, Mem Fox

Name the Strategy

Explain


Readers, have you ever had an experience as you have been reading that you feel as if you are actually in the text with the characters? Have you ever stayed up late reading because you couldn’t put your book down? You make sensory images- when you cry, laugh, or feel afraid while you are reading. When this happens it means that you are a lover of reading! When you feel something for the character and feel nervous just like them, or excited just like them, you are creating sensory images. Creating sensory images in our minds is what we do that makes us love to read. Our sensory images help us feel as if we are right there in the book standing next to our characters. Watch me as I read Wilfred Gordon McDonald Partridge by Mem Fox

Demonstrate the

Strategy

Say: Think Aloud.

Show: Model.

Explain: How this will help

them as a reader.

Read aloud and stop and share your sensory

images - What you see, hear, and feel in your

mind.

As Miss Nancy starts to remember her life

when Wilfred gives her different objects, talk

to the class about how Wilfred is helping Miss

Nancy remember and create sensory images in

her own mind. Point to the picture of Miss

Nancy on the beach.



Right here readers. I can see the smile on Miss Nancy’s face as she thinks back to being on the beach. I can feel the warmth of the sand on her toes. I can also see the smile on Wilfred’s face as he watches Miss Nancy remember. I can feel his excitement.

Read a few more pages.

After you read, “she bounced the football to Wilfred Gordon and remembered the day she had met him and all the secrets they had told.”

Share your images with the students.

When I read this, I can feel how happy and proud Wilfred feels. He now knows that Miss Nancy is remembering her life and she is even remembering who he is. Wilfred’s idea is working and Miss Nancy is now remembering their friendship. Begin the Classroom Anchor Chart: Why Do

Readers Create Sensory Images?

Provide Guided

Practice



teacher guidance.

Read the next page and ask the students to

turn and talk about the sensory images they

are creating in their minds:

What do you see?

How are the characters feeling?

What are the expressions on their faces?

What in the text makes you think that?



Provide Independent

Practice


they go off to read…

“When you go to RW try…”

Do you see how as we read this book, we just couldn’t stop talking about it. We were worried about whether or not Wilfred’s plan would work. We were excited when Miss Nancy started to remember. We were sad when Miss Nancy remembered her brother who died in the war but happy at the same time that she actually remembered her own brother. This is reading and our sensory images help us feel like we are a part of the book. We are actually standing next to our characters experiencing everything they experience. Remember when you are reading, take time to create the sensory images in your mind so that you can see, hear and feel everything your characters are experiencing. I can’t wait to hear all about the images you are creating in your minds

Conference Points Tell me about the sensory images you are

creating in your mind? Take me to a place in the text where your

sensory images are most vivid. Do you have any books that you have

trouble putting down? Which ones? Which characters do you feel connected

to? Tell me about your sensory images of

that character.

Share/Reinforce Have a few students talk about the sensory

images they experienced while reading.

Which parts of the text were most vivid?

Which sensory images made them feel as if

they were right there with the characters?



Anchor Lesson:3 Creating sensory images keeps you

engaged as a reader

Pre-assessment How can creating sensory images keep you reading? Turn and talk to your partner.

Notes to Build Next

Lesson

Select the Materials The Raft, Jim Lamarche

Name the Strategy

Explain

“I have noticed that…” “A strategy readers use is…” Introduce the Text

We have been learning how readers create sensory images as they read so that they can think deeply about a text. When readers combine their schema and the information in the text to create an image in their mind, this image can represent all our senses - seeing, smelling, tasting, hearing, touching and/or feeling. When readers make sensory images as they read, it helps them not only understand the story but feel as if they are right there with the characters - watching, listening and feeling everything the characters are going through. As readers, we all get distracted sometimes. We may be reading the words but our mind is not always paying attention to what we are reading. We know when we are not paying attention because our mind stops creating sensory images about the text. When this happens, we stop and reread. As we reread we create sensory images in our minds so that we understand everything that is happening in our story and we can feel everything our characters are feeling.

Add to the Anchor Chart, Why Do Readers

Create Sensory Images?

Demonstrate the

Strategy

Say: Think Aloud.

Show: Model.


them as a reader

As I begin reading, watch as I catch myself when my mind stops creating sensory images. Read the first page or two and share your

sensory images. Now read another page and

share with the students that you are having

trouble creating sensory images because you

got distracted.

This lesson can also be

taught using

informational text.

Discuss how when you

are learning something

new, you may not

understand the

concept so you can’t

make an image.

Creating sensory



Readers, right here on page 6, after I read about the chores the boy had to do, my mind started wandering. I was thinking about all of the chores I need to do at home. As I read this paragraph my mind stopped creating sensory images. Now, the last thing I can picture is the grandmother carving the wooden bear but I cannot picture the boy doing chores. I am going to reread this paragraph again so I can create sensory images.

Share a few of your sensory images with the

students.

Did you notice how creating sensory images helped me?

images helps us to truly

understand what we

are reading.

Provide Guided

Practice



teacher guidance.

Read a bit more of the book, stopping to

make sensory images about Nicky and the

way he is feeling (he mumbles, is amazed

that grandma sees him do things when he

doesn’t think she is looking, and as he goes

fishing for the first time and gets skunked,

he says, “There’s no fish in this stupid

river,” I said out loud, disgusted.”

Ask the students to turn and talk about

each part of the text that helps them stay

engaged by creating sensory images about

how he is feeling.

Now ask the students to think about

something else as you read the next page.

Have them turn to their partner and explain

what to do when your mind stops making

sensory images. Reread the page and

continue encouraging students to create

sensory images.



Provide Independent

Practice


they go off to read…

“When you go to RW try…”

Have students continue to read books in

their own book bags.

Please pay attention to when your mind stops creating sensory images. When you notice that you aren’t creating images in your mind, remember to stop, reread and create those images so that you understand the text.

Conference Points Tell me about the sensory images you are creating in your mind.

Is there a place where you got distracted while reading? What did you do when you got distracted?

What sensory images have you created about the character in your story?

Share/Reinforce Have a couple of students share their

thoughts about the engagement they feel

towards their characters. What sensory

image do they have of their character and

how does that sensory image help them to

stay engaged when reading?



Anchor Lesson: 4 How is creating sensory images

like an inference?

Pre-assessment Turn and talk to your partner about how you use your schema when creating sensory images.

Notes to Build Next

Lesson

Select the Materials Owl Moon Jane Yolen

Name the Strategy

Explain


Creating sensory images is a strategy readers use to think deeply about a text and get immersed in a text. This image can represent all our senses – seeing, smelling, tasting, hearing, touching and/or feeling. When readers combine their schema and the information in the text to create an image in their mind this is also called an inference. An inference is something that is probably true. The author or illustrator doesn’t directly tell us everything in a story, but sometimes they give us clues to help us think about things that are probably true. When we create a sensory image we are inferring. The author doesn’t tell us exactly what the character is thinking and feeling but we can infer this by paying attention to the images we create. Show the students the Venn diagram that

illustrates inference as the intersection of

meaning.



Demonstrate the

Strategy

Say: Think aloud.


Watch me. I am going to read a piece of this text and then tell you about the sensory images I am creating. I am going to create a sensory image as I read. Read the text and stop to think aloud.

Right here where it says, “I had been waiting to go owling with Pa for a long, long time.” I can feel this child’s excitement. The text doesn’t say s/he is excited but I can infer that the character is excited because of the images I see in my mind. I see the child’s face. S/he is trying to be quiet while also smiling. Point to the Venn diagram as you share your

images. Show them how the words in the

text and your schema helps you to make

inferences.

Repeat this process for the next several

paragraphs and use the Venn diagram to

explain your thinking.

When we create sensory images in our

minds we are inferring. Our images help us

think deeply about the text and understand

ideas that are not explicitly stated but are

probably true.

This is a create place to

act out the character’s

facial expressions and

emotions.

Provide Guided

Practice



teacher guidance.

Turn and Talk. What did you notice about the sensory image I made? Continue reading. Stop periodically and ask

students to share the images they created

in their minds. Students should also share

the words in the text and their schema

that helped them create their images.

Point to the different circles on the Venn

diagram as students share.



Provide Independent

Practice



…”

Invite students to post-it places in the

text where their sensory images were very

vivid.

Conference Points Tell me one of the sensory images in your head.

What words helped you create that image?

What in your schema helped you to create that image?

What is probably true about your character? How is s/he feeling? How do you know?

Share/Reinforce Ask one student to share an excerpt from

his book and explain sensory image that he

made. Encourage the student to use the

Venn diagram to also share the words in the

text and his schema that helped him create

this image.



Name______________________________________________ Date ____________________

Title_______________________________________________

An Inference is the Intersection of Meaning

Inference Evidence

Clues from

the Text

Schema

Background

Knowledge



Anchor Lesson: 5 Sensory images are more than

what we see – they are also what

we hear, smell, feel and taste.

Pre-assessment Turn and talk to your partner about your five senses.

Notes to Build Next

Lesson

Select the Materials Choose a text that

supports the strategy.

Owl Moon, Jane Yolen.

Other suggested materials include:

The Napping House, Audrey Wood

Skunk, Valerie Worth

Raw Carrots, Valerie Worth

What is Gold?, Mary O’Neill

Popsicle, Joan Bransfield Graham

Name the Strategy

Explain

“I have noticed that …” “A strategy readers use is …”

Introduce the Text

Creating sensory images is a strategy readers use to think deeply about a text. It is when a reader combines their schema and the information in the text to create an image in his mind. This image can represent the five senses. We have been talking about how we create pictures in our mind. We can also create images that we hear, feel, taste and smell. When readers make sensory images it puts you right in the text. It is like you are experiencing it in the moment. This help you not only understand the text better, but enjoy the story more.

Demonstrate the

Strategy

Say: Think aloud. Show: Model. Explain: How this will help them as a reader.

Before the lesson, make a T-chart. Label

the chart like the example at the end of this

lesson. Using Owl Moon, read a few pages

aloud looking for examples of sensory

images. Fill out the T-chart as you go.

Examples from Owl Moon:

I see a large white and gray moon in the sky. The words in the text that helped me create that image are, “moon so bright the sky seemed to shine.”



I hear a faint train whistle. The words in the text that helped me create that image are, “the train whistle blew a sad song.” I can taste the wool scarf in my mouth. The words in the text that helped me create that image are, “furry scarf over my mouth.” Do you see how my sensory images help me to be right in the story with the characters? I can hear the noises s/he hears. I can taste what s/he tastes. I can feel the emotions s/he feels. My sensory images make the story come alive for me and I just want to keep reading.

Provide Guided

Practice



teacher guidance.

Partners choose one of the four poems to

read. Have them record their images and

the evidence in the text on a T-chart. Ask

for volunteers to share what they found and

how creating sensory images helped them

stay engaged in the text.

Students may also

record by drawing

their images

Provide Independent

Practice



…”

With books from their book bags and poetry

books that you make available to them, have

students read independently noticing the

images they are making. Ask the students

to pay attention to not only what they see

but also what they can feel, hear, touch and

taste. Encourage them to record their

thinking on the T-chart.

Conference Points Show me an example of a sensory image from your reading.

Explain your image to me. How does this help you as a reader? What do you think the character is

feeling (hearing, touching, seeing, etc.)? How do you know?

How are your images making you feel like you are right inside this text?

Share/Reinforce Ask the students to share what they

recorded.

Add this strategy to the anchor chart: How

do readers create sensory images?



Name: ________________________________

Readers create images to form unique interpretations, clarify thinking, draw

conclusions and enhance understanding.

Evidence in the Text

My Sensory Image – What I See,

Hear and Feel



Anchor Lesson: 6 Sensory images can be used to


(poetry)

Pre-assessment Turn and talk to your partner about how you create sensory images while reading poetry.

Note to Build

Next Lesson

Select the Materials

Sudden Storm, Elizabeth Coatsworth.

Other titles include:

Fog, Carl Sandburg

Have students make a

sensory image for one

stanza when using a

longer poem (Blocks by

Robert Louis

Stevenson).

Name the Strategy

Explain

I have noticed that …” “A strategy readers use is …”

Introduce the Text

Readers make sensory images with a variety of genres. When we create sensory images with poetry it can be a bit different. We really have to pay close attention to the poet’s word choice. Poets do not always use as many words and the words don’t often tell a story. The words in a poem often give the reader a message, an image in her mind, or ask the reader to think about an idea in a new way. I will use my schema and the poet’s words to create sensory images as I read. Watch how my images help me to understand the poem.

Demonstrate the

Strategy

Say: Think aloud.

Show: Model.


them as a reader.

In a moment I am going to read a poem to

you. I will create sensory images in my mind

as I read. I will explain my sensory images

to you by drawing what I see, hear and feel

in my mind and then sharing with you what

words in the poem helped me to draw

particular things.

Read aloud Sudden Storm.

I saw rain coming down very quickly in sheets washing the streets clean, and umbrellas popping open. The umbrellas are all different colors. Since the rain is so coming down so quickly, everyone is standing close together and the umbrellas are actually touching each other



I can see this in my mind because the poet compares umbrellas to mushrooms and flowers. I hear the rain hitting the ground and I feel the air and how moist it is. This poem helps me think about a rainstorm in a new way. I smile as I think about flowers standing close together and how that is the same as people with umbrellas standing close together. Begin Anchor Chart: How Do Readers

Create Sensory Images in Different

Genres?

Provide Guided

Practice Invite the students to


teacher guidance.

Tell students to close their eyes and listen

to you as you read the selected poem. They

will draw a sketch of the sensory image they

created in their mind. Remind them to think

about what sensory images come to mind as

they listen to the words you read.

Pass out poem (Fog by Carl Sandburg) to

class.

Now I want you to try sketching your own sensory image after you read this poem. Afterwards, you will turn to your partner and explain why you drew what you did and how it helped you understand the poem. What is the image the poem created in your mind? How does the poem help you to think about an idea in a new way?

Provide Independent

Practice Remind students before

they go off to read

”When you go to RW try…”

Today I would like you to read lots of poems during reader’s workshop and make sensory images while reading this genre. Please think about how creating sensory images when reading poetry is different from creating sensory images while reading fiction.

Conference Points What sensory images are you making? What words helped you to make that

image? What have you learned about creating

sensory images while reading poetry? How does creating sensory images help

you to understand the poem?



Share/Reinforce Ask a few students to share their sketches

and explain how it helps them understand

the meaning of the poem they read.



Sudden Storm by Elizabeth Coatsworth

The rain comes in sheets

Sweeping the streets,

Here, here, and here,

Umbrellas appear,

Red, blue, yellow, green,

They tilt and they lean

Like mushrooms, like flowers,

That grow when it showers.

Source: Junior Journal, No.5, Learning Media, 1990.



Anchor Lesson: 7 Sensory images can be used to


(information)

Pre-assessment Turn and talk to your partner about how you might use sensory images to help you read informational text.

Notes to Build Next

Lesson

Select the Materials Bats, National Geographic Kids, Elizabeth

Carney

Name the Strategy

Explain


Introduce the Text

Readers create images in their mind to help them understand what they’re reading. Today we’re going to think about how we use this strategy differently with different genres. So far we have talked a lot about creating images with poetry and fiction. Today we are going to discuss how to create sensory images when reading information text.

When I read informational text, I can use my sensory images to really understand the new information I am learning. I can read the words and use my images to understand new concepts. I can look at the charts, diagrams and maps and actually see in my mind how the things that I am learning about in the text actually work in the real world.

Repeat lessons that are

essential for your

students with each

genre

Demonstrate the

Strategy

Say: Think aloud.

Show: Model.


them as a reader.

Watch me. I’m going to read a page from this text. I will tell you what images form in my mind, and tell you how creating these images in my mind help me understand and learn the information in the text. The text says, “In the pitch-black night, bats can scoop up a tiny insect with ease. No flashlight required! How do they do it? They make a sound that travels until it hits an object. Then, it bounces off the object and travels back to the bat.



From this echo the bat can tell an object’s size and how far away it is. This is called echolocation. ”After I read this page, I create sensory images in my mind to help me understand and learn this information. When I read these sentences, I hear a bat making a sound. Now I see the “sound” almost hitting a tiny insect. Then I see the sound coming back and hitting the bat in the face. I can see the bat almost smiling as he flies towards the bug and gobbles it up. My images helped me really understand the way echolocation works. Read another page aloud and vividly

describes what images you see and how

those images help you understand and learn

the information in the text.

Provide Guided



teacher guidance.

I am going to read some more from this text. You and your reading partner will sit next to each other, and when I am finished you will share your sensory images with your partner. Remember to discuss how your images helped you understand and learn new information. Remember to also talk about which words in the text helped you to create your images.

Provide Independent


they go off to read …

“When you go to RW try …”

When you have RW today, I will ask you to think about the sensory images that come into your mind, and how they are helping you to understand what you read and learn new information.

Conference Points How is creating sensory images when reading informational text different than creating sensory images when reading fiction?

How did your sensory images help you to understand the text?

How does creating sensory images make reading fun for you?



Share/Reinforce Choose two or three students to share

their images and how their images helped

them understand their text. Choose at

least one student who read informational

text. Have this student explain how the

strategy works differently in information

text.



Anchor Lesson: 8 Sensory images change as you read

through a piece of text

Pre-assessment Turn and talk to your partner about how to use your schema to create sensory images.

Notes to Build Next

Lesson

Select the Materials

What is Gold?, Mary O’Neill

What is Pink?, Christina G. Rosetti

My Dog, He is an Ugly Dog, Jack Prelutsky

This lesson can be

retaught using a variety

of genres.

Name the Strategy

Explain

“I have noticed that …” “A strategy readers use is...” Introduce the Text

We have been learning how readers use sensory images to put themselves “inside” the text. Today I want to show you how your sensory images change as you read a text. Readers create sensory images in their heads and these images change as you read throughout the text – just like in a movie when the images change on the screen. When the text continues and you read more words your images change because you are getting new ideas to add to your schema. You may start to visualize the setting differently or feel differently about a character. When you think about the text and change your images as you read you understand and enjoy the text more.

Demonstrate the

Strategy


Watch me as I read this poem. Read the first stanza and describe the image that you see in your head. Underline the words in the first stanza that helped you to form that image and sketch a quick illustration of what you see. Now watch how my image changes when I read the next stanza. Read the second stanza and describe the image that you see in your head. Underline the words in the second stanza that helped you to form that image and sketch your image. Explain how the image has changed.

This lesson can be

taught using drawing,

acting or writing.



Provide Guided



teacher guidance.

Read the next two stanzas to the students

and ask students to talk with their partner

and then sketch what they see. Encourage

students to share how their images changed

between the two stanzas.

Provide Independent

Practice Remind students before they go off to read. “When you go to RW try…”

Today at RW, I would like you to notice how your sensory images change as you are reading. As you read your poem, sketch your images as they change.

Conference Points Show me how your images changed as you were reading.

What words in the text helped you to form that image?

Which part of the text had the most vivid image for you?

What part of the text was difficult to see in your mind?

Share/Reinforce Please share with your turn and talk partner your illustrations for the text you read today. How did your images change as you continued to read?



Name: __________________________________

Evidence

What changes your images?

Images

Now…

Now…

Now…

Now…



Name: ____________________________ Date: __________________

Sensory Images During Poetry

Evidence Images

After stanza 1

After stanza 2

After stanza 3

After stanza 4



Anchor Lesson: 9 Sensory images are used to retell

a text

Pre-assessment Turn and talk to your partner. Why do readers create sensory images?

Notes to Build Next

Lesson

Select the Materials Fireflies, Judy Brinkloe

Name the Strategy

Explain


When we read we create sensory images. These images bring us into the text so that it is like we are actually there in the moment. When our images bring us into the text we can hear it, see it, smell it, taste it and feel it. All of these images help us remember the important parts of the story. I have noticed that when I remember the story using my sensory images I can retell it more clearly and completely.

Repeat with

informational text

showing students how

sensory images help

readers to remember

and learn new

information.

Demonstrate the

Strategy


Sensory images help me remember and retell the text. I can picture the setting in my mind as I read. My images help me think about and remember how the characters are feeling, what they are thinking, or what they might do next. My sensory images also help me to remember the plot, what is happening in the story, because I can see, hear and feel in my mind everything that the characters are experiencing. Watch how I do this. I am going to read a few pages from this story and then I’ll stop and tell you the images I am creating.



Read the first three pages and stop.

When I think about this story I’m picturing the little boy sitting at the dinner table looking out the window. I can feel him getting sad because it’s starting to get dark outside. Then he sees a flicker of a firefly. Picture the dark sky and bright light flickering and moving. I can picture that boy’s excitement seeing that firefly—I can feel his heart jump when he sees it. He probably wants to go right outside, but he has to eat his dinner. When I create these images in my mind it is easier for me to tell you what was happening because I can picture the setting. I can picture what the character is doing, saying and feeling. When I create these images they help me remember the story and retell it. Add to the Anchor Chart, Why Do Readers Create Sensory Images?

Provide Guided



teacher guidance.

Now I’m going to read a few more pages. Close your eyes and try to create images in your mind as I read. Think about your schema, the memories you have about the words in the text and how your schema helps you think about the images in the text – what do you see happening, what do you hear, smell, taste and feel. This will help you get into the text and understand it better. Read the next 2 pages and stop. Invite

individuals to share their sensory images,

how they created them and which words

helped them create the image.

Read 2 more pages and then have partners

turn and talk and share their sensory

images with each other.

Continue with guided practice stopping

periodically throughout the story.

Students can also act

out their sensory images



Provide Independent



…”

Today when you are reading, practice stopping and getting into the text by creating sensory images in your mind. Be sure to picture the setting, what is happening in the story and what the characters look like, say and feel.

Conference Points What did you see when you read these words?

What words added details to your sensory image?

How do these sensory images help you understand and remember what you read?

Tell me about the setting of this text. What do you picture in your mind?

Can you show me with your own face, exactly how that character feels? How do you know?

Please retell this text. How are your sensory images helping you remember?

Share/Reinforce Invite a student to read aloud a page and

then tell their partners about the setting,

the characters and the plot. What

sensory images did they see, hear and/or

feel as they were reading?



Anchor Lesson: 10 Sensory images are used to form

unique interpretations of the text

Pre-assessment Turn and talk to your partner about how your images can be different from someone else’s.

Notes to Build Next

Lesson

Select the Materials The Pickity Fence, David McCord.

Other titles include:

Things To Do If You Are In A Subway,

Bobbi Katz

If You Can Catch a Firefly, Lillian Moore

Marbles, Valerie Worth

Whale Chant, Georgia Heard

Dandelion, Valerie Worth

Name the Strategy

Explain


Introduce the Text

Readers create sensory images as they read. When we read the words of a text, these words remind us of things in our lives. The memories we have in our schema push us to remember what we saw, felt, and heard. Since each person’s schema is different, the images we create are often different too. Today we will read some poems and think about the images we create. Some of our images may be different because we all have different schema.

Demonstrate the

Strategy

Say: Think aloud.

Show: Model.


them as a reader.

As I read, listen to the words and watch me as I create images. I will then reread the poem and sketch the images I create in my mind. I see a white picket fence. I am running along and dragging a stick along the pickets. I always think of the sound it makes as you run along the fence with a stick. (make the

sound)

The words in the text that helped me create an image in my mind are: “The pickety fence The pickety fence Give it a lick it’s The pickety fence”



Remind students that the picture they

created in their heads may be different

because their schema is different. (Give an

example).

Repeat this process as you continue to read

the poem.

Readers create their own images in their minds to help them understand the text. Today we will choose poems and put our sensory images on paper using pictures and words. When we come back to share, we will compare our images to see how they are the same and different.

Provide Guided



teacher guidance

What did students notice about how I made an image?

Ask students how their sensory images are

different from mine. Discuss how our

sensory images are different because our

schema is different. Also discuss how our

sensory images are similar because we read

the same text.

Provide Independent



“When you go to RW, try …”

Read aloud the selected poems. Provide

students with a packet of all poems and the

handout titled “Recording Sensory Images.”

Tell students to find a quiet spot and

reread their favorite poem. Instruct

students to record their sensory images on

a T-chart.

Students can draw

and/or write to show

their sensory images.

Conference Points What words from the poem helped you make the picture?

How did your schema help you create the picture?

How did your sensory image help you better understand the poem?

Share/Reinforce Ask students with the same poem to meet

together and share their pictures.

Ask students to discuss how and why their

illustrations are different. Remind

students that our schema helps us to

create the sensory images in our heads.



Anchor Lesson: 11 Sensory images are used to draw

conclusions and understand the

story better.

Pre-assessment Turn and talk to a partner about how creating sensory images help you understand a text better.

Notes to Build Next

Lesson

Select the Materials Spork, Kyo Maclear

.

Name the Strategy

Explain.


Readers create sensory images as they read. Our images bring us into the text and help us draw conclusions to understand the text. When we think about the words an author wrote, we think about what they mean and why the author chose those particular words. Then we form an image in our mind based on our own schema. I know the author doesn’t tell me everything so I have to draw my own conclusions about why the author made the characters act a certain way and what the author’s message is to the reader. As a reader, I use the pictures and the words to draw conclusions. When I draw conclusions, I understand the bigger ideas in the text. This is inferring.

You can also teach this

lesson using poetry and

informational texts, as

well.

Demonstrate the

Strategy Say: Think aloud. Show: Model. Explain: How this will help them as a reader.

Let me show you. Watch me. After a few pages, model your thinking as

you draw conclusions about the bigger

meaning of the text. Read up to page 9.

Right here I am thinking that the bigger idea in this text is that you should be proud of who you are. Spork is not happy with who he is so he is pretending to be a spoon. I am wondering if the author chose a Spork as a character because they are an uncommon piece of silverware. I am wondering if the bigger idea is to appreciate who you are. The words in the text that help me to draw these conclusions are, “It must be easier to be a single thing.”

Schema

Background

Knowledge



Continue reading aloud and modeling your thinking. As I read and create sensory images, I can picture Spork's face. When he dresses up as a fork and a spoon, he is happy at first because he thinks he will fit in. However, once the other characters see him, he feels deflated because he knows that he really doesn’t fit in. I think the author chose to have Spork have these different emotions so that the reader learns the importance of believing in yourself and being true to who you are.

Provide Guided



teacher guidance.

Have the students try it with other picture

books. Ask them to draw conclusions about

why the author made the characters act a

certain way and what the author’s message

is to the reader.

Provide Independent

Practice



…”

When you go back and read today, remember to use your sensory images to draw conclusions to understand what you are reading and the author’s bigger message.

Conference Points How do your sensory images help you to draw conclusions about why the author made the characters act a certain way?

What conclusions can you draw about the author’s message?

Share/Reinforce Have students share sensory images they

made and how it helped them to draw

conclusions.



Name: ______________________ Date: _____________________

Book: ___________________________________________________

Sensory Image (evidence) Conclusion (inference)



Anchor Lesson: 12 Sensory images help the reader

understand who is speaking in non-

referenced dialogue

Pre-assessment Turn and talk to your partner about how you know who is speaking in a story when the author use the words, said, asked, etc.

Notes to Build Next

Lesson

Select the Materials Pinky and Rex, James Howe and Melissa Sweet

Read aloud this text

prior to beginning this

lesson.

Name the Strategy

Explain


We have been learning how readers use sensory images to understand what they read. Today I want to show you how to use your sensory images to help you read dialogue. When there are lots of characters and they are talking to each other it is easy to get confused about who is talking and about the tone of their voice. When we use sensory images to get into the text, we can almost see who is talking, hear how they are saying it and feel the tone behind those words. When we use sensory images when we read we can read “as-if” we were those characters and make the voices we are hearing as we read sound like those characters.

Demonstrate the

Strategy


Watch Me: I am going to read aloud this section of the Pinky and Rex story that we read yesterday. In this part of the story, the author does not always write said, or asked. S/he leaves that out so we have to really use our sensory images in order to understand the story. Read the text and stop after a few lines and say, “I see…. He is speaking to ___________ and saying_________. Repeat this a few times.

This lesson can also be

taught by using acting

and/or drawing.



Notice how I used my sensory images to keep track of who was talking. When I do this, I really can think about how they were feeling, and read it as if I am the character using the tone of voice the author wants me to use. This helps me enjoy the story so much more. Add to the Anchor Chart: Why Readers

Create Sensory Images

Provide Guided



teacher guidance.

Reread the next page. Ask students to turn and talk with their partner about what they see, hear or feel about the character. How did they know who was speaking? Encourage students to share their images and what they think the characters are saying or feeling.

Provide Independent



…”

Today at RW, I would like you to use your sensory images while you are reading. Pay attention to when characters are speaking. How they are saying things? Let us know how this strategy helped you to keep track of your characters.

Conference Points Did you find a place in your story with dialogue?

Show me how you read the dialogue. Tell me about the sensory images in

your head as you read that section. How are your sensory images helping

you to understand that part of your story?

Share/Reinforce Please share with your partner a place in the text where you used your sensory images to understand the story. I am hoping that some of you found some dialogue and can show how you used your images to understand who was talking and to read it as if you were the character.



Anchor Lesson: 13 Sensory images are influenced by

shared images of others

Pre-assessment Turn and talk to your partner about how your partner can help you make sensory images.

Notes to Build Next

Lesson

Select the Materials The Salamander Room, Anne Mazer

Other Recommended Texts:

Grandpa’s Face, Floyd Cooper

The Family of Earth, Schim Schimmel

Keepers of the Earth, Schim Schimmel

Name the Strategy

Explain


Creating sensory images is a strategy that readers use to get into a text and think deeply about it. We know that our images are different based on our schema. If I have different schema for a topic or concept than you, our images will differ. When readers talk about a text with other readers, they share their images and why they have their images. These conversations change our schema and then our images also change. Talking about texts, our thinking and our images with other readers, helps us understand and enjoy the texts we are reading.

Demonstrate the

Strategy


Watch me. I’m going to read a page from this book. I will tell you about the images I am creating in my mind. As I read on, I want you to think about what images – pictures, sounds, smells, textures, feelings, and tastes form in your mind and why you formed those images. We want to know which words in the text activated your schema and helped you create those images.



Here we go. Close your eyes and I’ll begin to read! “Brian found a salamander in the woods. It was a little orange salamander that crawled through the dried leaves of the forest floor. The salamander was warm and cozy in the boy’s hand. “I see a little orange salamander about as big as the palm of my hand. I can hear it making the leaves rustle and then the boy picks it up. It is warm in his hand and I can feel that warm feeling on my hand. I created all of these images because of my schema. I know what salamanders look like. I have seen them scurrying in the woods and have held them in my hands, too. The words in the text and my schema help me to create sensory images about the salamander and how the boy feels about it.

Now that I’ve read the first page to you, and told you what images appeared in my mind, who would like to share what images appeared in their mind?

Share your images and ask a student to

share his images. Compares/contrasts the

images, and model how your images have

changed based on the conversation.

Provide Guided



teacher guidance.

I am going to read some more from this story. You and your partner will sit next to each other, and when I am finished you will share your sensory images with your partner. Remember to discuss how your images changed as you shared. Read the next page, where Brian talks

about the bed he will make for the

salamander. Ask partners to share their

images. Continue reading until you are sure

they are able to create images. Ask the

students to discuss their images with a

partner. Then ask them to talk about how

their images changed after they listened to

their partner.



Provide Independent

Practice



…”

When you have RW today, I will ask you and your partner to read this same text. Then you and your partner will complete the Sensory Images T-chart. First you will fill out the My Image half of the paper. Then you will share your images with your partner, and then complete the second half of the T-chart.

Remember, everyone has different experiences, different schemas, and different prior knowledge to draw upon and we can learn from each other.

Conference Points How did your sensory images change after you shared with your partner?

How did talking with a partner help you understand the text?

Share/Reinforce Ask one pair of students to share how their

images changed.



Name:_______________________________________ Date:____________________

Title of Text:____________________________________________________________

Evidence from Text

(words I used)

My image

My partner’s thoughts My new image

Evidence from Text

(words I used)

My image

My partner’s thoughts My new image



Anchor Lesson: 14 Readers use creating images in

combination with other reading

strategies.

Pre-assessment Turn and talk to your partner about all of the strategies you use as you read.

Notes to Build Next

Lesson

Select the Materials Grandpa’s Face, Eloise Greenfield

Name the Strategy

Explain


Introduce the Text

We have learned so much about creating sensory images and today I want to teach you how readers use creating sensory images with other reading strategies. When readers read, they are always combining reading strategies. We use our schema, create sensory images, infer the characters feelings, predict what will happen next, figure out unfamiliar words, etc.. We do all of these things simultaneously to help us understand the text. We use many strategies all at once, sometimes without realizing that we are even doing it.

Demonstrate the

Strategy


I’m going to read this book and show you how I use more than one strategy to help me understand the text. (Refer to your

anchor chart of strategies)

Think aloud and share your schema for this book. When I preview this book, I think it will be a story about a girl and her grandpa. It looks like they are having fun. I’m using my schema to decide what it will be about.



I’m expecting that it is fiction, so there will be characters, setting, a problem and a solution. It’s hard to imagine what the problem will be when they look so happy. Read on and pause to share your thinking

when she sees her grandpa’s face looking

so angry. “It was a face that could never

love her or anyone.”

When I read those words I have a sensory image that reminds me of when _______ was angry. I remember how I felt. I think I she is very scared. I think she is wondering why he is so angry.

Provide Guided



teacher guidance.

Read to the part where Tamika spills her

milk. Invite students to share their

sensory images and to use their schema to

make a prediction of what might happen

next.

You could continue this book for several

days stopping to share your thinking using

a combination of strategies. Invite

students to participate by sharing their

thinking.

Provide Independent


they go off to read … “When you go to RW try …”

When you go off to read remember to try to combine using sensory images with the other strategies that we have learned. You can look at the anchor chart (strategy bookmark) to help you remember your strategies.

Conference Points What words in the text helped you make that sensory image?

How did your schema add to the details of this sensory image?

Now that you’ve pictured what’s going on in this book, what predictions do you have for what will happen next?

Read a bit and then think aloud. Let me hear what you are thinking.

Share/Reinforce

Turn and talk with your partner and show them a couple of places in the text where you used different reading strategies.



What is Gold?

Gold is a metal

Gold is a ring

Gold is a very

Beautiful thing.

Gold is the sunshine

Light and thin

Warm as a muffin

On your skin.

Gold is the moon

Gold are the stars;

Jupiter, Venus

Saturn and Mars,

Gold is the color of

Clover honey

Gold is a certain

Kind of money.

Gold is alive

In a flickering fish

That lives its life

In a crystal dish.

Gold is the answer

To many a wish.

Gold is the feeling

Like a king

It’s like having the most

Of everything –

Long time ago

I was told

Yellow’s mother’s name

Is gold …

Mary O’Neill



Sudden Storm by Elizabeth Coatsworth

The rain comes in sheets

Sweeping the streets,

Here, here, and here,

Umbrellas appear,

Red, blue, yellow, green,

They tilt and they lean

Like mushrooms, like flowers,

That grow when it showers.

Source: Junior Journal, No.5, Learning Media, 1990.



What Is Pink?

What is pink? A rose is pink

By a fountain’s brink.

What is red? A poppy’s read

In its barley bed.

What is blue? The sky is blue

Where the clouds float thro’.

What is white? A swan is white

Sailing in the light.

What is yellow? Pears are yellow,

Rich and ripe and mellow.

What is green? The grass is green,

With small flowers between.

What is violet? Clouds are violet

In the summer twilight.

What is orange? Why, an orange,

Just an orange!

Christina G. Rosetti



Riding on the Train

I see

Fences and fields

Bams and bridges

Stations and stores

Trees

Other trains

Horses and hills

Water tanks

Towers

Streams

Old cars

Old men

Roofs

Raindrops crawling backwards on the window

Eloise Greenfield



Poem

I loved my friend.

He went away from me.

There’s nothing more to say.

The poem ends,

Soft as it began –

I loved my friend.



April Rain Song

Let the rain kiss you.

Let the rain beat upon your head with silver liquid drops.

Let the rain sing you a lullaby.

The rain makes still pools on the sidewalk.

The rain makes running pools in the gutter.

The rain plays a little sleep-song on our roof at night.

And I love the rain.

Langston Hughes



Things To Do If You Are In a Subway

Pretend you are a dragon,

Live in underground caves.

Roar about underneath the city.

Swallow piles of people.

Spit them out at the next station.

Zoom through the darkness.

Go fast.

Make as much noise as you please.

Bobbi Katz



Sound of Water

The sound of water is

Rain,

Lap,

Fold,

Slap,

Gurgle,

Splash,

Churn,

Crash,

Murmur,

Pour,

Ripple,

Roar,

Plunge,

Drip,

Spout,

Skip,

Sprinkle,

Flow,

Ice,

Snow.

Mary O’Neill



Mama

Mama was funny

was full of jokes

was pretty

dark brown-skinned

laughter

was hard hugs

and kisses

a mad mama

sometimes

but always

always

was love

Eloise Greenfield



Rain Poem

The rain was like a little mouse,

Quiet, small and gray.

It pattered all around the house

And then it went away.

It did not come, I understand,

Indoors at all, until

It found an open window and

Left tracks across the sill.

Elizabeth Coatsworth



Two Friends

Lydia and Shirley have

two pierced ears and

two bare ones

five pigtails

two pairs of sneakers

two berets

two smiles

one necklace

one bracelet

lots of stripes and

one good friendship

Nikki Giovanni



My Dog, He is an Ugly Dog By Jack Prelutsky

My dog, he is an ugly dog,

He’s put together wrong

His legs are much too short for him,

His ears are much too long.

My dog, he is a scruffy dog,

He’s missing clumps of hair,

His face is quite ridiculous,

His tail is scarcely there.

My dog, he is a dingy dog,

His fur is full of fleas,

He sometimes smells like dirty socks,

He sometimes smells like cheese.

My dog, he is a noisy dog,

He’s hardly ever still,

He barks at almost anything,

His voice is loud and shrill.

My dog, he is a stupid dog,

His mind is slow and thick,

He’s never learned to catch a ball,

He cannot fetch a stick.

My dog, he is a greedy dog,

He eats enough for three,

His belly bulges to the ground,

He is the dog for me.



marbles

Marbles picked up

Heavy by the handful

And held, weighted,

Hard, glossy,

Glassy, cold,

Then poured clicking,

Water-smooth, back

To their bag, seem

Treasure: round jewels,

Slithering gold.

Valerie Worth



Whale Chant

I see a

Blue whale,

Fin whale,

Humpback,

Gray,

Little piked,

Right whale,

Bottlenose,

Sei,

Killer whale,

Pilot,

Sperm, and narwhale

Swimming

In the deep

Blue

Sea!

Georgia Heard



Rain

Summer rain

is soft and cool,

so I go barefoot

in a pool.

But winter rain

is cold, and pours,

so I must watch it

from indoors.

Myra Cohn Livingston



dandelion

Out of

Green space,

A sun:

Bright for

A day, burning

A way to

A husk, a

Cratered moon:

Burst

In a week

To dust:

Seeding

The Infinite

Lawn with

Its starry

Smithereens.

Valerie Worth



Barefoot Days

In the morning, very early,

That’s the time I love to go

Barefoot where the fern grows curly

And grass is cool between each toe,

On a summer morning-O!

On a summer morning!

That is when the birds go by

Up the sunny slopes of air,

And each rose ahs a butterfly

Or a golden bee to wear;

And I am glad in every tow-

Such a summer morning-O!

Such a summer morning!

Rachel Field



Weather

Weather is full

of the nicest sounds:

it sings

and rustles

and pings

and pounds

and hums

and tinkles

and strums

and twangs

and whishes

and splashes

and bangs

and mumbles

and grumbles

and rumbles

and flashes

and CRASHES.

Aileen Fisher



Fog

The fog comes

on little cat feet.

It sits looking

over harbor and city

on silent haunches

and then moves on.

Carl Sandburg



What is Brown?

Brown is the color of a country road

Back of a turtle

Back of a toad.

Brown is cinnamon

And morning toast

And the good smell of

The Sunday roast.

Brown is the color of work

And the sound of a river,

Brown is bronze and a bow

And a quiver.

Brown is the house

On the edge of town

Where wind is tearing

The shingles down.

Brown is a freckle

Brown is a mole

Brown is the earth

When you dig a hole.

Brown is the hair

On many a head

Brown is chocolate

And gingerbread.

Brown is a feeling

You get inside

When wondering makes

Your mind grow wide.

Brown is a leather show

And a good glove –

Brown is as comfortable

As love.

Mary O’Neill



Ron

His name is Ron

and he’s a good dog.

When I call, he’s there.

Goes everywhere I do, only farther,

Does everything I do, only rougher.

When I growl, he growls tougher.

When I’m sad, he puts his nose

close to my face and just waits.

Ron makes a good pillow:

his fur is plush, like a bear’s.

And he doesn’t eat much.

Sometimes he licks me.

Ron likes me, but I don’t own him.

He comes and goes, like steam.

Never musses my bed, where he sleeps

At night, because he’s made up

of light things –

like air, like dreams.



This is Just to Say

I have eaten

the plums

that were in the icebox

and which

you were probably

saving

for breakfast

Forgive me

they were delicious

so sweet

and so cold.

William Carlos Williams



Coat hangers

Open the closet

And there they

Wait, in a

Trim obedient row;

Stirred by the

Air, they only

Touch wires with

A vacant jangle;

But try to

Remove just one,

And they suddenly

Clash and clink,

And fling them –

Selves to the

Floor in an

Inextricable tangle.

Valerie Worth



The Newt

Orange nose.

Orange toes.

Orange chin.

Orange skin.

Orange tail.

Orange newt.

Orange you cute

In your bright orange suit.



Spring Is

Spring is when

the morning sputters like

bacon

and

your

sneakers

run

down

the

stairs

so fast you can hardly keep up with them,

and

spring is when

your scrambled eggs

jump

off

the

plate

and turn into a million daffodils

trembling in the sunshine.

Bobbi Katz



Name: ________________________________________

Sensory images from: ______________________ by ________________ (title) (author)

My image My image after having a conversation

with _________________________



Anchor Lesson: 15 How do readers record their

sensory images?

Pre-assessment Turn and Talk. What have you learned about creating sensory images?

Notes to Build Next

Lesson

Select the Materials Night in the Country, Cynthia Rylant

This lesson can be

repeated with

informational text or

poetry

Name the Strategy

Explain


Creating sensory images is a strategy readers use to think deeply about a text and become immersed in the story. These images can represent all our senses - seeing, smelling, tasting, hearing, touching and/or feeling. These images are our thinking, and our thinking is important. As readers we want to record our thinking so that we can share it with others and remember our ideas.

Demonstrate the

Strategy

Say: Think aloud.


Watch me. I am going to read part of this text and then tell you about the sensory images I am creating. Read a few pages of the text. Stop and

share your sensory image with the class.

As I read I have images in my mind. I am lying in my bed in the middle of the night. I hear the frogs saying reek, reek, reek and the owls are hooting. The sounds are comforting and I feel peaceful. Now I need to write my thinking down. I want to write down what I see, hear and feel and what words in the text helped me to create those images. Column 1 – Evidence from the Text

Little houses people lie sleeping.

Night frog – reek,

Owls who swoop among the trees

If you cannot sleep you will hear the sounds

of the night.

Sensory images can be

recorded by drawing

and/or writing



Column 2 – My Sensory Images

I am lying in my bed in the middle of the

night. I hear the frogs saying reek, reek,

reek and the owls are hooting. I feel

peaceful.

Provide Guided

Practice



teacher guidance.

After I read a few more pages I will ask you to stop and jot your sensory images and the words in the text (evidence) that helped you create those images. Read a few more pages and ask students to stop and jot. Please share what you wrote down with your partner. How did you record the words in the text? How did you write/draw your images?

Provide Independent

Practice



“When you go to RW try

…”

As you are reading today, please stop and jot 2 or 3 times to record important sensory images and the evidence that supports those images on the 2-column chart (T-chart). If you don’t have an image, please jot down why you think you are not creating images as you read.

Conference Points Tell me about your images. How will you record that information?

Show me an example of a sensory image from your reading.

Explain your image to me. How does this help you as a reader? What do you think the character is

feeling (hearing, touching, seeing, etc.)? How do you know?

Share/Reinforce Ask the students share with their partner how they recorded their sensory images. Add this strategy to the anchor chart: How do readers create sensory images?



End of unit assessment:

Name: _____________________________ Date: ___________________

We just completed our unit on using sensory image while we read:

1. What is a sensory image?

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2. How does making sensory images help you when you read?

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3. Do we all have the same sensory images when we read? Why?

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Sensory Images

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Transcript of Sensory Images