Storytelling, Literacy and Visualization (Elementary)Last changed: 05/29/2019 10:19am
|K , 1 , 2 , 3|
|Grade Level Program||Alignment|
|no||Phone , Email , In-Person , Other|
|Drawing paper and pencils and/or crayons & markers.||An open area large enough for all students in the class to gather in a circle.|
I CAN attend to a sustained spoken narrative.
I CAN create unique, detailed visual images of characters and settings.
I CAN discuss my visualizations with others, referencing specific details from the story to support my thinking.
|After a brief discussion of the process of visualization, students listen to a short folktale. Next, with guidance from the Tom Lee, students sketch their own visualizations of a specific moment in the story. Finally, students compare and contrast all of their illustrations; the Tom Lee identifies individual details students have included in their drawing, and models how this process can be used to support descriptive writing. Stories differ for each grade level, reflecting more complex characters and themes.|
|1 Caregiver could assist with distributing papers and arranging the final review of student work.|
|Grade K: Writing Standards: Text Types and Purposes #3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.|
|Grade K: Reading Standards for Literature: Integration of Knowledge and Ideas #7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).|
|GRADE K: VISUAL ARTS: Responding: Anchor Standard 7: Describe what an image represents.|
|Grade 1: Reading Standards for Literature: Integration of Knowledge and Ideas #7: Use illustrations and details in a story to describe its characters, setting, or events.|
|Grade 1: Writing Standards: Text Types and Purposes #3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.|
|Grade 1: VISUAL ARTS: Responding: Anchor Standard 7: Compare images that represent the same subject.|
|Grade 2: Reading Standards for Literature: Integration of Knowledge and Ideas #7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.|
|Grade 2: Writing Standards: Text Types and Purposes #3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.|
|Grade 2: VISUAL ARTS: Responding: Anchor Standard 8: Interpret art by identifying the mood suggested by a work of art and describing relevant subject matter and characteristics of form.|
|Grade 3: Reading Standards for Literature: Integration of Knowledge and Ideas #7: Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)|
|Grade 3: Writing Standards: Text Types and Purposes #3b: Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.|
|Grade 3: VISUAL ART: Creating: Anchor Standard 3: Elaborate visual information by adding details in an artwork to enhance emerging meaning.|