Creating Mental Images

Elements of Understanding
Deeper Instruction in Reading and Listening Comprehension
Creating Mental Images:

Coaching to Make it Happen
Developed by the University of Texas - Health Science Center at Houston 2009 Texas Education Agency and the University of Texas System
Elements of Understanding: Deeper Instruction in Reading and Listening Comprehension
Creating Mental Images

Acknowledgments
Elements of Understanding: Deeper Instruction in Reading and Listening Comprehension, Creating Mental Images Module was developed with Texas Reading First Funding from the Texas Education Agency. Without the generous support of Reading First partners throughout the state, this module would not have been possible. Childrens Learning Institute The University of Texas Health Science Center at Houston Susan Landry, Director www.childrenslearninginstitute.org Texas Education Agency Robert Scott, Commissioner of Education Susan Barnes, Associate Commissioner for Standards and Programs
Development Team Catlin Goodrow Darcy Dycha Waynel Sexton Marsha Loyd Laura Smith Kathy Balch Meredith Doxey Vanessa Cortez Iris Gutierrez Barbara Schneider Eduardo Correa Rebecca Beegle Mary White Twyla Vogler Thearodesia Williams Lee Wright Design and Editing Bang Pham, Design Susan Ciancio, Editing Henry Schultz, Artwork
Using Data to Make Instructional Decisions

Aided by the diligence and commitment of Texas educators, students throughout the state have made great gains in reading achievement. Nevertheless, we continue to evaluate our data and our instructional priorities. Many school districts have identified a focus on deeper comprehension instruction as one area of need. For this reason, the Elements of Understanding: Deeper Instruction in Reading and Listening Comprehension professional development modules have been created. Incorporating professional development with continued coaching, these modules are designed to assist teachers in enhancing core program instruction with an emphasis on higher-level thinking skills. Included in the tables below are summaries of Texas Reading First state End-of-Year TPRI/Tejas LEE comprehension data. Our target is set for 20% Still Developing (SD/NI), but keep in mind that these goals are modest and our ultimate goal is 0% SD/NI.
TPRI End-of-Year (EOY) Comprehension Data

% of Students Scoring Still Developing (SD)
04-05 05-06 06-07 07-08
K* 39 41 38 36
1 21 20 29 28
2 26 24 35 32
3 32 31 35 22
Tejas LEE End-of-Year (EOY) Comprehension Data

% of Students Scoring Nivel de intervencin (NI)
04-05 05-06 06-07 07-08
K* 33 35 31 29
1 28 26 24 23
2 23 23 23 23
3 54 50 45 42
*Kindergarten = Listening Comprehension
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2009 The University of Texas Health Science Center Houston/ Texas Education Agency/ The University of Texas System
Insert Your Campus Data (may include TPRI, Tejas LEE, Stanford 10, Aprenda, ITBS, Logramos, TAKS, or other data)
Campus:_____________________________
K
04-05 05-06 06-07 07-08
Campus:_____________________________
K
04-05 05-06 06-07 07-08
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You may also use the TPRI/Tejas LEE data grid to record your campus data. In setting instructional priorities, a complete picture of student achievement is important. Therefore, consider all available forms of data, both formal and informal.
Comprehension is a complex process. When analyzing data to determine root causes of comprehension issues, we must consider all aspects of reading and listening, including: Accuracy -- word identification, phonological awareness, graphophonemic knowledge Fluency -- prosody and reading rate Vocabulary Background knowledge Listening and attentional skills Use of cognitive strategies
All of these factors have a reciprocal relationship: for example, as comprehension improves, reading accuracy improves; as accuracy improves, so does comprehension. Therefore, we must take all forms of data into account and address all of these factors in concert.
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Elements of Understanding:
To support this focus on reading and listening comprehension instruction throughout the state, the following comprehension modules will be available through the Childrens Learning Institute in 2008-2009. You may request Technical Assistance for the following professional development Elements of Understanding modules.
Modules 2008 - 2009

Module Estimated Training Time* 90 minutes 40 minutes 3 hours 60 minutes 3 hours 60 minutes 70 minutes 75 minutes 75 minutes Proposed Date
**Reading with Purpose **Think-Turn-Talk Listening Comprehension 3 Sections (1 hour each) **Cognitive Strategy Routine Cognitive Strategy Instruction: Making Connections Cognitive Strategy Instruction: Creating Mental Images Cognitive Strategy Instruction: Making Inferences & Predictions Cognitive Strategy Instruction: Asking & Answering Questions Cognitive Strategy Instruction: Determining Importance & Summarizing
June 2008 September 2008 Webcast June 2008 December 2008 December 2008 January 2009 January 2009 ACI IV, May 2009 ACI IV, May 2009
*Listed training times are estimates. All modules may be segmented into smaller presentation pieces and may be adapted or modified to meet the needs of the audience. See Information for Presenters for suggestions on how to segment presentations. **These modules should be presented in the following sequence. 1. Reading With Purpose 2. Think-Turn-Talk 3. Cognitive Strategy Routine should follow Reading With Purpose and Think-Turn-Talk. Cognitive Strategy Routine should be a precursor to any of the Cognitive Strategy Instruction modules.
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Attending professional development training sessions may have minimal impact on classroom practice unless those training sessions are followed by adequate coaching support. The graphic below illustrates this point.
The cumulative effect of theory and discussion, demonstration, feedback and practice, and coaching in the classroom are evident. For professional development to have a true impact on classroom instruction, all of these components must be in place. For this reason, the Coaching to Make it Happen component has been embedded into the Elements of Understanding modules.
The Coaching Cycle

The coaching cycle suggests a framework for coaching in the classroom. The Elements of Understanding modules include expectations for each step in the coaching cycle. This expanded coaching cycle is outlined in the table on the next page.
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Expanded Coaching Cycle
01. Professional Development 1: Professional Development Training Session Overview, theory and discussion, demonstration, practice and feedback, and lesson planning 02. Modeling Pre-conference, lesson plan example, modeling of skill or strategy in the classroom, postconference Improving or completing lesson plans that were started in the PD training session Pre-conference, application of skill or strategy in the classroom, post-conference 03. Observation and Feedback 5: On My Own Teaching Independently Lesson planning, pre-conference, application of skill or strategy in the classroom, postconference, feedback and coaching 04. Right-On-Time Professional Development Reflection on lessons tried, sharing of challenges and successes with colleagues, revisions and adjustments Decision: Move on to a new strategy or continue to master the implementation of current skill or strategy? 05. Meet With the Principal Review K-3 Reading Instructional Plan and student data to decide future actions. If no additional scaffolding or other support is required to implement current strategy or skill, move on to the next identified priority according to the K-3 Reading Instructional Plan. When a new priority has been determined, begin with professional development and move through the cycle again.
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2: Demonstration Lesson by Literacy Coach 3: Lesson Planning 4: Side-by-Side Teaching
Scaffold Back as Needed
6: Reflection and Sharing
7: Determine Priorities 8: Next Professional Development Training
1: Begin cycle again
Identifying the Literacy Coach

Coaching in the classroom facilitates implementation of instructional practices covered in the Elements of Understanding professional development modules. Coaching may be provided by the Reading Technical Assistance Specialist (RTA), Local Campus Coach (LCC), reading specialist, literacy coach, administrator, grade level leader or other literacy professional. Some campuses may have limited or no access to a designated literacy coach. In this case, the principal should identify an individual to support the Coaching to Make it Happen portion of the Elements of Understanding professional development modules. For example, the principal might select one person at each grade level to be responsible for the implementation of the Coaching to Make it Happen portion of the modules. Teachers may also choose to engage in peer-coaching by selecting a buddy with whom they will work for support. For example, one teacher could model for the other. Teachers at the campus can work together to plan and improve comprehension instruction by teaching and providing feedback to each other. In this document, we will refer to anyone who takes on the coaching role for the Elements of Understanding modules as the literacy coach.
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Suggestions for Next Steps

The Elements of Understanding professional development modules were designed to ensure that comprehension instruction occurs at a deep level, engaging students in higher-level thinking about text. It is not possible, in one year, to explore all of the components essential for good comprehension instruction and maintain the necessary level of depth. The pace of the professional development will be dependent upon many factors such as implementation progress, time available for professional development sessions, number of teachers per campus, etc. Therefore, it is possible that the Elements of Understanding modules will not be presented in a single year. Beyond the modules proposed for 2008-2009, there are several other components necessary for effective comprehension instruction. It is important that these components also be considered for future professional development. Some of these other essential components are listed here as possible next steps:
Modules in Development:
Effective Use of Graphic Organizers to Support Comprehension Assessing Comprehension Fluency: Supporting Comprehension Introducing Vocabulary Instruction: A Routine to Enhance the Core Program Cognitive Strategy Instruction: Pulling the Strategies Together (Reciprocal Teaching & the 3Rs)
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Information for Administrators

As an instructional leader in the school, your role is critical in the success of the implementation of the Elements of Understanding modules. Taking time to implement and incorporate new instructional approaches into practice is key. Moving quickly through the modules is not effective for change in practice. As an administrator, providing this time for teachers and coaches is crucial. Support the work of your teachers and literacy coach through the following actions:
1: Set Priorities
Review the most current student data, including assessments, observations, etc. Determine areas of need. Include other staff members in this process so that all stakeholders are invested in the identified priorities.
2: Review/Modify the K-3 Reading Instructional Plan

Make sure that your current data is reflected in the K-3 Reading Instructional Plan. Decide if/where the Elements of Understanding modules fit with the current priorities on your campus. Modify areas of the K-3 Reading Instructional Plan to incorporate the Elements of Understanding modules and Coaching to Make it Happen component.
3: Communicate New Priorities to Stakeholders

Select staff members to be involved in the training and coaching. o Staff members who will provide training and coaching o Staff members who will provide grade level modeling o Staff members who will attend training and observe modeling Determine how you will communicate priorities to stakeholders. Decide how you will motivate reluctant staff members you wish to include in the training and coaching. Discuss the expectations for various stakeholders. (See box on next page.)
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4: Provide support
Allow time for professional development training sessions. Attend professional development training sessions as possible. Make sure that the coach will have sufficient time to follow all of the steps in the coaching cycle with each teacher involved in the training. Meet with the coach to problem-solve as necessary. Observe instruction, providing feedback to teachers and coaches.
5: Assess
Review new data as it becomes accessible. Determine further support needed, or whether a new priority will be identified.
Expectations for Stakeholders

Attend trainings Collaborate on lesson plans Observe model lessons Participate in coaching and feedback Incorporate new instructional strategies into daily lessons Evaluate the success of new instructional strategies through use of data and observation Seek further support as necessary Attend training-of-trainer sessions as necessary Prepare and provide professional development training sessions Model lessons Support teachers in lesson planning Teach side-by-side with faculty Observe lessons and provide feedback Communicate with principal regarding implementation Attend trainings as appropriate Support teachers in implementing new instructional strategies Communicate with staff regarding the implementation of new modules and possible support roles Engage in higher-level thinking about text Increase levels of reading achievement
Teachers
Literacy Coaches (LCCs and others)
Other Instructional Support Staff
Students
Table of Contents
Introduction
General Introduction . Information for Administrators .
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Information for Presenters

Audience . 12 Prerequisites for This Training . 12 Content Overview . 13 Materials Needed for the Training 14 Bilingual Instruction ... 15 Using This Guide. 19 PowerPoint Slides and Speaker Notes. 23 Additional Handouts 67

Tools for Coaches 76 Tools for Teachers . 90 Tools for Administrators 96
Assessment Tools .......... 103 References ... 111
Information for Presenters

After analyzing 2006-2007 End-of-Year (EOY) TPRI/Tejas LEE data, many campuses and districts identified reading and listening comprehension as areas of need. The Childrens Learning Institute began to receive requests for professional development to meet these needs throughout the state of Texas. To date, many teachers, Local Campus Coaches, Reading Technical Assistance Specialists, Project Managers, Educational Service Center leaders, and Higher Education Collaborative members across the state have received some of the Elements of Understanding professional development modules.
Audience
This document has been developed as a Training-of-Trainers (TOT). The target audience for this presentation includes teachers in grades pre-K-3, interventionists, literacy coaches, grade level lead teachers, special education teachers, Title I teachers, and administrators. Teachers of other grade levels can benefit from this training as well. Those receiving the training should receive both the Creating Mental Images professional development training session and should receive coaching as described in the Coaching to Make it Happen portion of the module.
Prerequisites for the Training

The prerequisites for this training are: Reading With Purpose Think-Turn-Talk Cognitive Strategy Routine Making Connections
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Content Overview
The Elements of Understanding: Creating Mental Images professional development module may be presented as a: Single one-hour session
Or this presentation may be segmented into shorter sessions if a longer presentation time is not available. Slides 1-14 (estimated time: 20 minutes) Slides 15-37 (estimated time: 40 minutes or 25 minutes if planning time is given to participants as homework)
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Materials Needed for the Training

One Week Before the Training: Ask participants to bring their current core program Teachers Edition (T.E.). This will be used for planning during the session. For Presenter: a) PowerPoint presentation and technology support (laptop and data projector) b) Speaker notes c) Enlarged versions of the Creating Mental Images posters (printed from the CD), in Spanish and English, to hang on the walls d) CPQ poster (see page 53 for more information) to hang on the wall e) Coaching/Assessment tools that you wish to use/reinforce f) Toolkits containing pens, pencils, highlighters, sticky notes, etc. For Participants: a) 3-slides-per-page handouts for participants (printed from the CD) b) Additional Handouts packets for participants (printed from the CD) c) Orange Planning Card with sticky notes 1 for each participant (printed from the CD on orange cardstock, see page 65 for more information)
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Bilingual Instruction
Adapted from Module 7: Vaughn Gross Center for Reading and Language Arts. (2007). Best practices in reading instruction for English language learners. University of Texas System/Texas Education Agency.
While reading comprehension is an area of difficulty for English Language Learners (ELLs), teachers can help ELLs learn strategies that will enable them to comprehend what they read. There is a significant correlation between reading comprehension skills and strategies in a students native language and reading comprehension skills and strategies in the students second language. Therefore, strategic reading skills do not need to be re-taught when ELLs learn to read in a second language. These skills are not language specific. Improving comprehension instruction for ELLs includes: Instructional routines Explicit and direct explanation of strategies Modeling and think-alouds Teaching useful linguistic structures Providing high levels of support by scaffolding learning before, during, and after reading Providing opportunities for structured practice Actively engaging students in monitoring and carefully selecting and reflecting on use of strategies Helping students to understand how to adjust for the type of text being read, the purpose for the reading and the format of the content Alignment of comprehension instruction across the curriculum where students have opportunities to transfer and adapt strategies to new contexts (Francis, Rivera, Lesaux, Kieffer, & Rivera, 2006; Dressler & Kamil, 2006; Genesee, Geva, Dressler & Kamil, 2006; Lesaux, Lipka & Siegel, 2006; Roit, 2006)
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Creating Mental Images: Information for Teaching English Language Learners (ELLs)
English Language Learners utilize specific practical strategies to make sense of text. Teachers must be sensitive to the English proficiency levels of their students and adapt their instruction to meet these different levels of proficiency (Lesaux et al., 2006; Roit, 2006). Creating mental images is a powerful strategy which can benefit ELLs (as well as all students) in comprehending text. This module discusses ways teachers can support students in learning and using this strategy.
Planning for Instruction Analyze texts to identify content or language that might be unfamiliar to ELLs: Assess how much students know about the topics addressed in the text. Look for verb tenses, long sentences, idioms or other grammatical structures that might be unfamiliar to students. (Gibbons, 2002) Before Reading: Show visuals that may support students in creating mental images. Explain traditions, processes, or situations that may be unfamiliar. Explain how the text is structured. (Peregoy & Boyle, 2005; Vaughn & Linan-Thompson, 2004) During Reading: Model the use of the creating mental images strategy through think-alouds: Plan ahead. Illustrate the processes and steps readers use when they create mental images. Use an appropriate level of English complexity. Articulate in simple sentence structures using basic vocabulary. (Roit, 2006)
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Scaffold thinking and discussion of what is being read:
Provide ELLs support as they learn the comprehension strategies. Encourage students to gradually think aloud by themselves. (Marzola, 2005; Pilgreen, 2006)
After Reading: Clarify understanding and reinforce strategy use: Scaffold thinking and discussion to review what was read. Look back in the book for support. Explicitly discuss the use of the strategy. Point out how and when it was used during reading and discuss how it helped with comprehension. Clarify difficult or unfamiliar vocabulary.
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Bilingual References
Dressler C., & Kamil M. (2006). First- and second-language literacy. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners: A report of the National Literacy Panel on LanguageMinority Children and Youth. Mahwah, NJ: Lawrence Erlbaum Associate. Francis, D., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical guidelines for the education of English language learners: Research-based recommendations for instruction and academic interventions. Available at http://www.centeroninstruction.org/files/ELL1-interventions.pdf Genesee F., Geva, E., Dressler, D., & Kamil, M. (2006). Synthesis: Cross-linguistic relationships. In D. August & T. Shanahan (Eds.), Developing literacy in second language learners: A report of the National Literacy Panel on Languag- Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum Associates. Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann. Lesaux, N.K., Lipka, O., & Siegel, L. S. (2006). Investigating cognitive and linguistic abilities that influence the reading comprehension skills of children from diverse linguistic backgrounds. Reading and writing: An interdisciplinary journal, 19(1), 99131. Marzola, E.S. (2005). Strategies to improve reading comprehension in the multisensory classroom. In J. R. Birsh (Ed.), Multisensory teaching of basic language skills (pp. 377 412). Baltimore: Brookes. Peregoy, S.F., & Boyle, O.F. (2005). Reading, writing, and learning in ESL: A resource book for K12 teachers (4th ed.). Boston: Pearson.
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Pilgreen, J. (2006). Supporting English learners: Developing academic language in the content area classroom. In T.A. Young & N.L. Hadaway (Eds.), Supporting the literacy development of English learners: Increasing success in all classrooms (pp. 4160). Newark, DE: International Reading Association. Roit, M. L. (2006). Essential comprehension strategies for English learners. In T.A. Young & N.L. Hadaway (Eds.), Supporting the literacy development of English learners: Increasing success in all classrooms (pp. 8095). Newark, DE: International Reading Association. Vaughn Gross Center for Reading and Language Arts. (2007). Best practices in reading instruction for English language learners. University of Texas System/Texas Education Agency. Vaughn, S., & Linan-Thompson, S. (2004). Research-based methods of reading instruction: Grades K3. Alexandria, VA: ASCD.
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Using this Guide

Each module in the Elements of Understanding series has been designated a color to help identify how it supports comprehension instruction. The color purple identifies modules which describe instructional tools teachers may use to improve comprehension instruction. Included are: Reading With Purpose Think-Turn-Talk Cognitive Strategy Routine
The color blue identifies the five Cognitive Strategy Instruction modules. Included are: Making Connections Creating Mental Images Making Inferences & Predictions Asking & Answering Questions Determining Importance & Summarizing
The color red identifies the module: Listening Comprehension
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Speaker Notes
Each slide has a number printed above it. These slide numbers correspond to the numbering of slides in the PowerPoint presentation. Below each picture of the slide you will find the speaker notes. The notes are a guide, and suggest what the presenter should say. Presenters may adjust the presentation to meet the needs of a specific audience. Keep in mind however, that many key ideas or points have been stated in the speaker notes. The notes include a script on which the presenter may base his/her presentation, actions the presenter will take, and directions on using the features of the PowerPoint presentation. The script follows the bolded signal Say. For example: Say: Our data also indicate the need to focus on comprehension. Lets think: What do our data tell us? Note: Sample think-aloud scripts will appear in italics. These sample think-alouds may be altered by the presenter to accommodate personal use of cognitive strategies. Actions the presenter may take are bolded. For example: Allow participants time to talk with their partners. If the presenter should read the slide with little/no additional comment, directions will be provided in bold. For example: Read slide. If there is an animation on the slide that accompanies the speaker notes, directions will be provided in bold. For example: Click through each bullet and read slide. Occasionally, there will be special information for the presenter. This is information for the presenter, and may or may not be part of the presentation as given to participants. For example: Note to presenter: The Think-Turn-Talk module is intended to be presented in one sixty-minute session.
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In the right margin of the notes, you will find a section with headings labeled: Tips, Key Ideas, Notes, and References.
TIPS Tips are provided for your information to facilitate a successful training session.
KEY IDEAS These are the critical points that should be made while discussing the slide.
NOTES This space has been provided for participants to make notes about the slide.
REFERENCE: Example texts from core programs or other sources are referenced.
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Tools for Coaches, Teachers, and Administrators

Tools for Coaches are included in each module to support the Coaching to Make it Happen component of the training. There are a variety of tools for the coach to select from. You may supplement or develop your own materials to support the coaching aspect. The section Tools for Teachers includes a reflective journal teachers may wish to use to evaluate the success of the strategies they are implementing in their classrooms. Also included in the section Tools for Assessment are samples of tools teachers may use to assess student achievement. The section Tools for Administrators includes suggestions for supporting the implementation of Elements of Understanding modules. The section Assessment Tools includes tools that coaches, teachers, administrators, and students may use to assess strategy use.
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SLIDE 1
TIPS If time allows, you may take a few moments for participants to share artifacts/ questions from their implementation of Elements of Understanding modules that were presented prior to Creating Mental Images. Before presenting, think about a favorite book and images you remember from the text. Replace the sample script with your own thinking.
Say: Think about your favorite book. Allow participants a moment to think. NOTES Say: When you think about it, do you remember a favorite sentence or phrase? Do you see one of the plot events? Remember a feeling that you had while reading? Few of us remember the words or sentences from our favorite books. Instead, we remember those feelings and images. For example Describe one or two images from a favorite book. Sample script: When I think about Little Women, which I read when I was in third grade, I can see in my mind Laurie and Amy rowing a boat on an Italian lake. A soft breeze blows down from the treecovered mountains around them, ruffling the pink ribbons on Amys dress. In the distance, I can hear shouts from the shore and the birds crying up above. Say: These memories of our favorite texts, even those read long ago, might seem as real to us as our own experiences. Today, in the module Creating Mental Images, we are going to discuss how we might help our young students to create mental images that will bring books to life.
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SLIDE 2
NOTES
Say: Creating Mental Images was developed at the Childrens Learning Institute with Texas Reading First funding from the Texas Education Agency. We are grateful for the support of the Vaughn Gross Center for Reading and Language Arts, The University of Texas System, and the Texas Institute for Measurement, Evaluation and Statistics.
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SLIDE 3
NOTES
Say: When we thought about our favorite books a moment ago, some of us remembered texts we read years ago. As author Jeffrey Wilhelm (2004), puts it: Read quotation on slide. Say: These mental images, which can be so memorable, are forged through the interaction between a reader and a text . They are based upon the authors chosen words, which evoke certain elements of our background knowledge. From this interaction, we create mental images. Lets complete a brief activity that will help us explore the interaction of text and background knowledge in creating mental images.
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SLIDE 4
KEY IDEA Our mental images are dependent upon our background knowledge.
NOTES
Say: Im going to show you a word, and Id like you to be aware of the first image that comes to mind when you read the word. Pay attention to the image and note the details. Click. The word bird will appear. Say: Turn and tell your neighbor what you pictured, and explain why you think that was the image that came into your head. Allow participants a moment to share with a partner. Say: Did anyone have the same image as their partner? Some of you may have pictured something like this: Click. A picture of a seagull will appear. Say: Some of you may have seen this: Click. A picture of a pigeon will appear. Say: The images we create are dependent upon our background knowledge. Those who grew up in the North might picture this bird: Click. A picture of a robin will appear.
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SLIDE 4, contd.
Say: This is a robin, a bird that often fills the trees and lawns in our Northern states. If you grew up in Texas, however, you might picture this: Click. A picture of a grackle will appear. Say: This bird is a grackle you have probably seen them picking up french fries in fast food parking lots around Texas. There are so many different kinds of birds that just a single word can evoke a myriad of images. Click. Nine pictures of birds will appear. Say: Most of us did not have the same mental image as our neighbors. This activity demonstrates that when we visualize, we create pictures in our minds that belong to us and no one else (Harvey & Goudvis, 2007, p. 132). If we want to harness the power of these images to deepen our students comprehension, we must explicitly teach them to spontaneously and purposefully create images while and after they read. The images emerge from all five senses and the emotions and are anchored in the readers prior knowledge (Keene & Zimmerman, 2007, p. 196).
NOTES
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SLIDE 5
KEY IDEA Mental images change as more specific and detailed text information is provided.
NOTES
Say: Although mental images are highly personal and based upon background knowledge, they are also derived from text information. More specific and detailed language should result in more specific mental images. For example, what if, instead of the word bird, I showed you this word? Click. The word owl will appear. Say: Now, some of the images I had of birds might not be supported by the text I see here. The word owl, however, is still quite general. Any of these images Click. Pictures of three owls will appear. Say: are valid mental images of the word owl. What if the text becomes even more specific and detailed? Click. Poem will appear. Read first line: I talk with the moon, said the owl. REFERENCE:
McLoughland, B. (n.d.). I talk with the moon. In Moon PoSay: Now, the text supports only one of these images. ems. Retrieved December 16, 2008, from http:// Click. Two owls will disappear. Owl with moon will remain. ryecityschools.lhric.org/ webquest/milton/earth/ SLIDE 5 contd. on next page Moon%20Poetry.htm
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SLIDE 5, contd.
Say: As I read on, I gain even more information, and my mental image changes once again. Read the remainder of the poem. Click. Picture of owl with moon will disappear. A picture of an owl in a tree with the moon will appear. Say: Ive incorporated the information that the owl is in a tree into my mental image. Proficient readers adjust their images as they continue to read to incorporate new information revealed through the text and new interpretations they develop while reading (Keene & Zimmermann, 2007, p. 196). Often, teachers describe mental images as pictures in our minds. Because mental images change as we read, we might choose to describe them as movies in our mind, rather than pictures. Weve just explored how we create mental images. Now we will investigate how we might bring this cognitive strategy into our classrooms.
TIP You may wish to note that, although the images on the screen are visual, our mental images can incorporate other senses and emotions as well.
NOTES
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SLIDE 6
NOTES
Say: The goals for this session are to Read slide.
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SLIDE 7
TIP Make sure participants understand that, while cognitive strategy use is necessary for comprehension, it is only one piece of the reading puzzle. Strategy use, strong decoding skills, and reading fluency all play a part in making meaning from text.
KEY IDEA Cognitive strategies may be taught one at a time for clarity, but proficient readers use multiple strategies while reading.
Say: While today we focus on ways to teach students to create mental images, this cognitive strategy is only one piece of the comprehension puzzle. Although we may focus on one strategy at a time for the sake of clarity, it is important that our students understand that cognitive strategies are not used in isolation. Proficient readers use multiple strategies automatically and interchangeably, and often they use more than one at a time.
NOTES
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SLIDE 8
NOTES
Say: So why should we teach students to create mental images? Wont they learn to use this strategy on their own if we simply let them read?
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SLIDE 9
KEY IDEA Creating mental images helps us attain a deeper understanding of text.
NOTES
Say: We teach the strategy of creating mental images because mental images help us achieve a Click. The words Deeper Understanding will appear. Say: deeper understanding of text. Read quotation on slide to the phrase each brush stroke is meaningless. Click and image will enlarge. Continue reading to the end of quotation. Say: Although this quotation is a poetic statement about the way creating mental images enhances understanding, it is backed by many years of research. In fact, in ancient Greece, mental imagery was viewed as a strong support for memory (Yates, 1966, as cited in Pressley, 1976). More recently, studies have shown that when students are instructed in imagery creation, they show improved performance on comprehension measures (e.g., Pressley, 1976; Chan, Cole, & Morris, 1990; Gambrell & Brooks Jawitz, 1993). For proficient readers, a struggle to create mental images is often recognized as a sign that they are having difficulty comprehending. Struggling readers, however, may not even understand that creating mental images is a part of strategic reading (Hibbing & Rankin-Erickson, 2003). When comprehension does break down, the creation of mental images can be used as a fix-up strategy (Tovani, 2000).
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SLIDE 10
NOTES
Note: This slide to be replaced with Slide 11 after the adoption of the new Texas Essential Knowledge and Skills (TEKS) in the 20092010 school year. Say: Because creating mental images is so important to understanding text, this strategy has been included in our state curriculum the Texas Essential Knowledge and Skills (TEKS). Wording is identical in both Spanish and English. Allow participants a moment to review TEKS. Say: Creating mental images can also support our students in other content areas, such as math, science, and social studies.
REFERENCE: TEKS can be found at: http://www.tea.state.tx.us/ rules/tac/chapter110/ index.html
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SLIDE 11
NOTES
Note: This slide to be inserted after the adoption of the new Texas Essential Knowledge and Skills (TEKS) in the 2009-2010 school year. Spanish TEKS were still in draft form at the date of this printing, but the most recent draft was worded identically to the English version. Say: Because creating mental images is so important to understanding text, this strategy has been included in our state curriculum the Texas Essential Knowledge and Skills (TEKS). Allow participants a moment to review TEKS. Say: We can see how each year the expectations for students strategy use become more complex. In kindergarten, for example, our students simply describe characters and the reasons for their actions. By third grade students should be able to identify traits, motivations, feelings, and relationships. Creating mental images can also support our students in other content areas, such as math, science, and social studies. REFERENCE: TEKS can be found at: http://www.tea.state.tx.us/ rules/tac/chapter110/
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SLIDE 12
TIPS Translation of Spanish TAKS stems: What happens before (or what happens after) _____? How does the setting change? Where does the story take place? How is _________ different from _________?
Say: Because the strategy of creating mental images is a part of our state curriculum, it is assessed on the Texas Assessment of Knowledge and Skills (TAKS). Read one or two of the TAKS stems.
Make sure participants understand that, although the TAKS question stems may not use the phrasing creating mental images, the strategys use is essential to students abilities to answer questions such as these.
NOTES
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SLIDE 13
TIPS If time allows, you may wish to have participants brainstorm further benefits of creating mental images. When discussing motivation and engagement, you may want to share a memorable reading experience of your own.
KEY IDEA Say: We teach students to create mental images because it leads to deeper understanding. It is part of our state curriculum and therefore assessed on TAKS. Creating mental images during reading has many other benefits as well. Read first bullet. Say: The most effective teachers have been found to promote high levels of student engagement (Taylor, Pearson, Clark & Walpole, 1999). Because creating mental images brings the text alive, it is often one of the most enjoyable strategies to teach and learn. Thus, our students become more motivated. Read next three bullets. Say: Creating mental images can also support other cognitive strategies. That is why we often teach it before we teach making inferences, determining importance, or asking questions. Read final bullet.
Creating mental images has many benefits to readers.
NOTES
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SLIDE 14
TIPS Participants may want to keep Handout #1 separate from the rest of their handouts, as they will refer to it several times throughout the session. If presenting a shortened version of Creating Mental Images, you may wish to stop here. Inform participants that, at the next training, you will plan and practice for instruction.
Say: Weve discussed many reasons we teach the strategy of creating mental images. Lets review them now: Creating mental images deepens our understanding; it is a part of our state standards; it is assessed on the TAKS; and it has numerous benefits to the reader, including increased motivation and engagement. Of these reasons, which was the most compelling to you? Why do you think it is important to teach the strategy of creating mental images? Please take out Handout #1. Allow participants a moment to find Handout #1. Say: We are going to be completing an exercise called a windowpane. The paper is divided into four quadrants like a windowpane. At various points in todays presentation we will stop to process some of the information weve discussed. Lets look at the first square now. Read slide. Give participants a few minutes to complete the activity. If time allows, have a few participants share their reasons and sketches.
See page 13 for more information on presentation options.
NOTES
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SLIDE 15
TIP Participants may wish to use a different name for this strategy. It is not essential that they use the terminology creating mental images, but it is important that everyone across a campus use common language to refer to the strategy.
KEY IDEA Acknowledge that many Say: Weve looked at the rationale for teaching students to create teachers already teach this mental images. Many of you probably already teach this strategy, although you may call it visualizing or sensory images. Today we strategy. want to talk about ways to make this instruction more effective. NOTES
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SLIDE 16
TIP For more information on the routine to teach cognitive strategies, see the Elements of Understanding module: Cognitive Strategy Routine.
KEY IDEA We use a gradual release of responsibility model to teach our students the use of cognitive strategies. It is important that we incorporate the Say: When we introduce a new cognitive strategy to our students, features of effective instrucwe must do so in a way that is direct, systematic, and explicit. Students should understand what the strategy is and how it helps them tion: explicit instruction with comprehend text. Instruction should use modeling, thinking aloud, modeling, systematic inquestioning, and other techniques to promote active construction of struction with scaffolding, multiple opportunities for meaning (Moats, 2005, p.9). practice, and immediate and corrective feedback We have developed a routine to introduce and practice cognitive (VGCRLA, 2007). All four of strategies. This step-by-step routine was discussed in the Cognitive these features are incorpoStrategy Routine module. Lets review it now. Please take out Hand- rated into the routine seen out #2, which is our Strategy Routine Card, and take one minute to on the card. go over the steps. Allow participants one minute to read the handout. NOTES
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SLIDE 17
KEY IDEA We use explicit language in introducing cognitive strategies to our students.
NOTES
Say: When we introduce a new cognitive strategy, we give it a name, a context, and define it steps 1-3 on the Strategy Routine Card. We use clear and explicit language. This is how Ellin Oliver Keene, one of the authors of Mosaic of Thought (2007), introduced the concept of creating mental images to a group of students. Click to reveal text. Read quotation on slide. Say: Note the explicitness with which she stated the purpose of the lesson and how she used specific language to name and define the strategy.
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SLIDE 18
KEY IDEA Touchstones provide concrete reminders of the various cognitive strategies.
NOTES
Say: In step 4 of the Cognitive Strategy Routine, we provide our students with touchstones to help them remember and use the strategies. These touchstones address many modalities so that our students have a variety of tools to support their learning styles. When a new strategy is introduced, we provide a kinesthetic hand motion that helps our students remember the strategy (Block, Parris & Whiteley, 2008). Model the hand motion by placing your thumb on your temple and extending all five fingers (see slide). Say: I would explain to my students that this hand signal represents all five senses and the palm of the hand represents the heart the emotions. When I create mental images in a think-aloud, I will use the hand signal so my more visual learners will see the strategy in action. My students who learn kinesthetically may perform the signal along with me. All students may use the signal when they create mental images in their own reading or while listening. You may also display the posters in your classroom that contain an icon and some key words students will want to use. These posters are provided for you at the back of your Additional Handouts packet. Both the hand signal and the icon serve as reminders for our students.
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SLIDE 19
KEY IDEA An anchor lesson provides another touchstone for students strategy use.
NOTES
Say: An anchor lesson is another type of touchstone. An anchor lesson may be completed before you begin step 1 of the Cognitive Strategy Routine, to provide a shared context for the new strategy. Later, as we continue to instruct our students on creating mental images, we can use this lesson as a reference point. For creating mental images, we have selected the book Frederick by Leo Lionni (1967). It is found both in English and Spanish. We have chosen this book because, during the winter, the mice in the story actually create mental images to help them remember the distant summer. A lesson plan for this anchor lesson can be found in your Additional Handouts packet. It is Handout #3.
REFERENCE: Lionni, L. (1967). Frederick. New York: Dragonfly Books. Lionni, L. (2005). Frederick (T. Mlawer, Trans.) New York: Lectorum Publications. (Original work published 1967).
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SLIDE 20
TIPS This text is an excerpt. You may wish to explain to participants that you are reading a selection of a longer text.
Insert Text
If you choose, you may read the entire text from the trade book. You may also substitute a text of your own choosing. If modeling for bilingual teachers, you may wish to read the text in Spanish.
SAMPLE SCRIPT USING TEXT: Frederick

Read text: since winter was not far off, the little mice began to gather corn and nuts and wheat and straw. They all worked day and night. All except Frederick.
NOTES
Spanish text: Como el invierno se acerca, los ratoncitos recogen maz, nueces, trigo y paja. Todos trabajan da y noche. Todos menos Frederick.
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SLIDE 21
NOTES
Insert Text

Read text: Frederick, why dont you work? they asked. I do work, said Frederick. I gather sun rays for the cold dark winter days. Say: Frederick continued to gather colors and words while the rest of the mice worked to gather food for the winter. When the snow came, the mice retreated to their hiding place in the stones. They ate the food they had gathered during the warmer months.
Spanish text : Frederick, por qu no trabajas? le preguntan los otros ratones. Estoy trabajando contesta Frederick . Recojo rayos de sol para los das oscuros y fros del invierno.
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SLIDE 22
NOTES
Insert Text

Read text: Then they remembered what Frederick had said about sun rays and colors and words. What about your supplies, Frederick? they asked. Close your eyes, said Frederick, as he climbed on a big stone. Now I send you the rays of the sun. Do you feel how their golden glow And as Frederick spoke of the sun the four little mice began to feel warmer. Was it Fredericks voice? Was it magic?
Spanish text: Entonces, recuerdan lo que Frederick les haba dicho sobre los rayos del sol, los colores y las palabras. Y qu hubo de tus provisiones, Frederick? le preguntan. Cierren los ojos les ordena Frederick, subindose a una gran piedra. Ahora les mando los rayos del sol para que sientan su resplandor dorado Y mientras Frederick habla del sol, los cuatro ratoncitos sienten su clida tibieza. Ser la voz de Frederick? Ser magia?
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SLIDE 23
NOTES
Insert Text

Read text: And how about the colors, Frederick? they asked anxiously. Close your eyes again, Frederick said. And when he told them of the blue periwinkles, the red poppies in the yellow wheat, and the green leaves of the berry bush, they saw the colors as clearly as if they had been painted in their minds. Say: Frederick continues to share with the other mice, brightening their winter days.
Spanish text: Y qu hay de los colores, Frederick? preguntan con ansiedad. Cierren los ojos nuevamente les ordena Frederick. Y cuando les habla de gencianas azules y amapolas rojas, del trigo dorado y de los verdes arbustos de las moras, los ratoncitos ven los colores como si estuvieran pintados en sus mentes.
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SLIDE 24
TIPS If you believe students may be unfamiliar with microwave popcorn, you may select something else to model as an anchor lesson. If using this example, practice the think-aloud in advance.
NOTES
Say: In the story, the mice were able to create pictures or mental images in their minds. Lets see if we can create mental images just like the mice. How many of you like popcorn? Have you made popcorn before? Lets use all of our senses to create a mental image of making microwave popcorn. Close your eyes and use your imaginations along with me. I will describe the images just like Frederick did for the mice. Sample think-aloud: Picture yourself unfolding the popcorn bag. Open the microwave door and put the bag inside. Make sure that the bag is right side up! Shut the door and push the popcorn button on the microwave. Ewww the button is all greasy from the last time you made popcorn. Can you hear the microwave humming? You can hear the first pop then another. Mmmm, smell that fresh popcorn smell. Ohhhh, you can hardly wait. The popping is faster now and you can see the bag growing in the microwave. The popping begins to slow its almost done. Beep, beep, beep. The microwave is signaling that it is time to open the door. Pick the bag up by the corner its hot! Carefully hold the bag by the edges and pull the top apart. See the steam as it escapes? It smells delicious! Reach in and take out one small, warm, yellow piece of popcorn. Pop it into your mouth. The buttery flavor melts on your tongue.
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SLIDE 25
KEY IDEA We use think-alouds to model how the strategy is used during reading, using carefully selected texts.
NOTES
Say: After we have introduced the strategy, we move to modeling the strategy as it is used during reading. Many of us consider creating mental images to be a natural part of reading, and so we may hurry this process. It is important we remember, however, that some students do not create mental images while reading. As Hibbing and Rankin-Erickson (2003) say, Students are confronted regularly with the continuous images of television or video that create the visual representation for them (pp. 758 -759). Hence, they may not have the practice in creating mental images that previous generations did. If creating mental images is not automatic, how can we help our students learn to do it? When we begin a new strategy, we choose texts that lend themselves particularly well to the use of the strategy (Duke & Pearson, 2002). With the strategy of creating mental images, this means that we will want to choose texts for their vivid language. We can then model think-alouds for our students from these texts.
SLIDE 25 contd. on next page
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SLIDE 25, contd.

Say: Because our think-alouds should be detailed descriptions of our mental images, we choose short chunks of text perhaps a section of a book or poem we have read previously. By choosing short texts, we can provide the necessary modeling without the think-aloud becoming too long for our young students. Say: When thinking aloud, we should keep the following considerations in mind. Read second and third bullets. Say: Lets look at an example of how we model our thought processes.
NOTES
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SLIDE 26
NOTES
Insert Text
SAMPLE SCRIPT USING TEXT: How The Guinea Fowl Got Her Spots
Say: Today we will model a think-aloud using a core program story How the Guinea Fowl Got Her Spots, or De dnde sac sus manchas la gallina de Guinea, by Barbara Knutson. It is found in both Open Court and Foro abierto para la lectura. In this African folktale, the guinea fowl, Nganga, helps Cow evade the predatory Lion. Grateful, Cow wants to do something for Nganga in return.
REFERENCE: Open Court Reading. (2000). Grade 2, Unit 3. Foro abierto para la lectura. (2003). Nivel 2, unidad 3.
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SLIDE 27
KEY IDEAS
Carefully select a text excerpt that is crucial to understanding the text.
Insert Text
NOTES
SAMPLE SCRIPT USING TEXT: How the Guinea Fowl Got Her Spots
Say: As we discussed before, we want to choose a short chunk of text with vivid description. We may also choose a text that is familiar to our students, so that they can devote more cognitive energy to strategy use. How do we decide which chunk in a longer text will be the most beneficial? Weve selected a short three-page excerpt in which the storys critical moment occurs because research suggests that imagery of a key event in the story (its climax) was related to total recall and to deeper levels of comprehension, such as recognition of the storys theme (Sadoski, 1998). If students do not understand this section of the story How the Guinea Fowl Got Her Spots, they will not be able to comprehend the storys theme how the guinea fowl became a spotted bird. Therefore, this section is crucial to our students understanding of the text.
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SLIDE 28
TIPS You may substitute a text of your own choosing. If modeling for bilingual teachers, you may choose to read the Spanish text and model the think-aloud in Spanish. For more information on Comprehension Purpose Questions (CPQs), see the Elements of Understanding module: Reading With Purpose. The CPQ poster may be printed from the Creating Mental Images CD.
Insert Text
Say: Here is an example of a think-aloud we might use while reading this story. Sample script: Friends, remember when we read this story? This part was a bit confusing for us, but I think that if I create mental images as I read, it will help me to understand it better. Weve been talking a lot about creating mental images. When we create mental images, we use all five senses and our emotions to imagine what is happening in a text. Model hand signal. Today, as I read aloud, lets think about this CPQ: How did the guinea fowl get its spots? Post CPQ poster. Read text on slide.
NOTES
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SLIDE 29
TIPS You may wish to create your own think-aloud to model during the training. As an alternative, you may use the sample think-aloud as written. In this case, explain that the following is an example of how one teacher created mental images during reading.
Insert Text
Read: Turning around, she dipped her tasseled tail into a calabash of milk. Sample think-aloud: Whos turning around? It must be Cow, because she was the last one to speak. It says that she dipped her tasseled tail into the milk. I have a pillow on my chair at home that has tassels on the corners. A tassel is a bunch of hanging threads tied together. Thinking about those tassels will l help me to create a mental image I can see Cows long tail, with all the hair at the end like a tassel. Cow takes the end of her tail and dips it into the calabash of milk. A calabash must be like a bucket or container. Okay, I need to put that all together. Reread first sentence. Sample think-aloud: Yes, I can see that now. Cow is turning around and dipping her tail into a container of milk. Read: Then she shook the tasselful of milk over Guinea Fowls sleek black feathers Sample think-aloud: I can see Cow picking up her tail and waving it, the way Ive seen animals do to flick away a fly. Her tail is all wet, because it is full of milk. As she waves it, the milk droplets fly through the air and land on the black feathers of Guinea Fowl. SLIDE 29 contd on next page
NOTES
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SLIDE 29, contd.

Read: flick, flock, flick Sample think-aloud: I can hear that flicking sound, almost like a snap, as her tail waves back and forth. Read: spattering her with creamy white milk. Sample think-aloud: Hmm. I think I need to reread that sentence. Reread second sentence. Sample think-aloud: Ahh, yes. Now I can picture whats going on. The shiny black feathers of Guinea Fowl are all dotted with milk. Shes not completely covered just little speckles on her black feathers, the way raindrops might scatter on the ground just after it begins to lightly rain. Creating this mental image really helps me to understand what is happening in the text, and now Im not so confused. Read: Guinea Fowl craned her head and admired the delicate speckles covering her back. Sample think-aloud: Ive seen birds, and the way they can turn their necks almost backward. I can picture Guinea Fowl twisting and stretching her neck to see what her feathers look like now. She sees that they are not plain black, but they are covered with white spots. It says she admired them. When I admire something, I think that it is very beautiful or amazing. So I think Guinea Fowl must be feeling very pleased with, or proud of, her new spots. Creating mental images while reading helped me to understand how Cow helped Guinea Fowl get her spots, which is the main idea of the story. I also understand now that Guinea Fowl likes her new look. Say: Note how, at the end of the think-aloud, we reinforced how using the cognitive strategy helps us understand.
KEY IDEA We reinforce how using the cognitive strategy helps us understand.
NOTES
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SLIDE 30
TIP As you listen to participants think-alouds, you may wish to pre-select one or two whom you will ask to share with the whole group.
Insert Text
NOTES
Say: Now its your turn. I will read the text and then you can practice your think-aloud with a partner at your table. Remember that mental images can include visuals, but also smells, tastes, emotions, sounds, and how things feel to touch. Use stem statements such as I see , I feel , I hear , I smell , I taste , and That helps me understand better because Read text. Allow participants a few moments to practice their think-aloud with a partner. Ask for one or two volunteers who might share their think-alouds.
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SLIDE 31
KEY IDEAS
Illustrations can support our students ability to create mental images. We must slowly reduce students dependence on illustrations for support.
NOTES
Click to reveal first bullet. Say: Because our students live in a world where visual images are often provided for them by television, video, movies, and internet, they may find it difficult at first to form images solely in their imaginations. Illustrations can be used to support the creation of mental images. We may show illustrations, then ask students to close their eyes and recreate what theyve seen, thinking aloud about non-visual images we could add. Click to reveal second bullet. Say: Research has found that when students are instructed to both create mental images and attend to text illustrations, they show better comprehension than if they did either of these things alone (Chan, Cole, & Morris, 1990; Gambrell & Brooks Jawitz, 1993). Click to reveal third bullet. Say: Research has also shown, however, that if we use illustrations as a scaffold for creating mental images, we cannot expect our students to use the strategy without support unless we model how to create mental images without the scaffold of illustrations. Adequate time and practice are necessary for mastery of the strategy. In addition, appropriate gradual fading of external support is critical to promote internalization and generalization (Chan, Cole, & Morris, 1990, p. 10).
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SLIDE 32
TIP For more information on planned classroom discussion, see the Elements of Understanding module: Think-Turn-Talk.
KEY IDEA
Students will take more responsibility for creating mental images. Say: Illustrations and teacher think-alouds provide scaffolds for our students use of the strategy. In steps 6-7 of the Cognitive Strategy Routine, we allow students to take more responsibility for using the strategy. Click to reveal first bullet. Say: In step 6 of the Cognitive Strategy Routine, we engage students by providing them opportunities to share their thinking during reading. One way we can do this is through the use of Think-Turn-Talk. For example, we may engage them in discussions of whether illustrations match the mental images they create. This will begin to remove their dependence on illustrations for visual images. Click to reveal second bullet. Say: In step 7, our students take more of the responsibility and we share application through discussion. At this point, when our students have heard our think-aloud models and have practiced the strategy, we may not always show them the pictures in a book. We may ask them to create mental images, then show them the pictures. When we choose text to read aloud without sharing the illustrations, we must choose carefully. Some texts are supported by the pictures and were not meant to be comprehensible without that support.
NOTES
SLIDE 32 contd. on next page
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SLIDE 32, contd.

Click to reveal third bullet. Say: As we read aloud, we might allow our students to create illustrations. This is a way to bring comprehension strategy instruction to other portions of the day for example, if we read aloud after lunch or before students go home. Many students love to draw, and we can make their drawing purposeful if we allow them to draw their mental images. Tony Stead (2006), who has worked extensively with young students in reading non-fiction, tells students that their drawings are valuable even if they are not perfect and that just like the students, professional illustrators have only the words of the text and their background knowledge to create illustrations. We can deepen the lesson by asking students to explain which words in the text inspired their creations.
NOTES
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SLIDE 33
TIP Ensure that participants understand that sketch it is an activity that should be done only after much modeling and shared application.
KEY IDEA Our students drawings can help us assess their strategy use.
Say: In step 8 of the Cognitive Strategy Routine, we look for ways to hold students accountable when they use the strategy. One way we might do this is with the game sketch it. Click 5 times. Read each bullet as it appears. Say: This is how we might use this activity in a class of younger students. For older students, we would like them to be accountable during their independent reading. We could use the same activity, stopping the students periodically to allow them to sketch, or we could simply instruct them to stop at least four times to sketch during their reading, with the drawings to be reviewed at the end of the allotted time. As we discussed during the bird activity, mental images are not static, but change as the text unfolds. As we look at our students drawings we can assess whether their images change throughout the reading, or whether we need to return to modeling or shared application. We can also assess whether they are creating images of the main ideas and big events, or whether their drawings are unrelated to the text. Remember that we cannot expect our students to complete this activity until they are ready to apply the strategy on their own. Additionally, students may first need to learn that a sketch is a quick, rough drawing. The process of making a sketch should be modeled.
NOTES
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SLIDE 34
NOTES
Say: Weve discussed many ways we can teach the strategy of creating mental images. Lets take a moment to process the information weve just learned. Please take out your windowpane once more and complete the second and third squares. Allow participants a moment to find Handout #1. Read slide. Allow participants two or three minutes to complete the task.
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SLIDE 35
KEY IDEA Students must be taught to create mental images with expository text.
NOTES
Say: Creating mental images is a strategy that we use with expository text as well as narrative. In particular, it can help us to understand complex concepts in science, math, and social studies. Were going to look at a brief example of how creating mental images aids our expository text comprehension.
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SLIDE 36
TIPS You may wish to create your own think-aloud to model during the training. As an alternative, you may use the sample think-aloud as written. In this case, explain that the following is an example of how one teacher created mental images during reading.
Insert Text
SAMPLE SCRIPT USING TEXT: Families of the Deep Blue Sea

Say: This text comes from Families of the Deep Blue Sea, by Kenneth Mallory (1995). This non-fiction book links to several core programs for example, Scott Foresman Reading Grade 2, Theme: All Aboard!; Voyager Grade 1, Adventure 16; and Open Court Grade 2, Unit: Look Again. Read the first two sentences. Say: This text could be quite difficult for our students to comprehend, particularly if they have limited background knowledge regarding sea animals or if they are unfamiliar with ink. The illustration provides us with some support for one portion of this passage. Creating mental images can also make this passage easier to understand. Reread first two sentences. Sample think-aloud: Im having trouble understanding this part. It says the baby squirts ink. Hmm well, I know that ink is the stuff inside of a pen. Have you ever had a pen break? The ink is a dark sticky liquid. Now Im imagining that that liquid is squirting out from the baby octopus into some water. Well, if I drop a dark liquid into water, what happens? Its going to spread out throughout the water. Here it says a tiny cloud. I can see that cloudy, dark liquid spreading out. The water is getting darker. Creating mental images helps me to understand that the ink cloud hides the little octopus. Read the rest of the passage. SLIDE 36 contd. on next page
NOTES
REFERENCE: Mallory, K. (1995). Families of the deep blue sea. Watertown, MA: Charlesbridge Publishing.
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SLIDE 36, contd.

Sample think-aloud: Wow. The baby octopus can change color. I can picture a little red octopus swimming along, and then he floats up to some gray sand. What color does he change to? If hes going to match the background, hell turn gray too, like the sand. The red color fades, and begins to turn grayish, with darker spots. Oh I can hardly see him anymore. Now I understand how he is able to camouflage himself; he changes color to match his surroundings. Creating mental images helped me to understand how a baby octopus can stay safe from predators. Say: Now that weve seen several models, and practiced and discussed them, lets create some plans.
NOTES
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SLIDE 37
TIPS Prior to the session, print the planning cards from the Creating Mental Images CD onto orange cardstock. Laminate the cards so that you may use them multiple times. Place sticky notes on the cards.
If time is not available for planning during the training session, teachers may be asked to complete the planning as homework. Ensure that systems have been deRead slide. Allow participants time to plan. Encourage participants veloped to support teachers to talk with others at their table and plan together. Provide supif planning is to be done outport by walking to participant tables and engaging in discussion side the session. and asking/answering questions.
NOTES
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SLIDE 38
NOTES
Say: Weve discussed many reasons we want to teach the strategy of creating mental images, and weve discussed what to teach and how to teach it. Lets think now about what this will mean in our classrooms. Please take out Handout #1. Allow participants a moment to find Handout #1. Say: You have a single square left in your windowpane. Were going to use it to write an intention statement a promise to ourselves to make a change in our classrooms. For example, we might say, I intend to use more explicit language when explaining strategy use to my students. The more specific you are, the more powerful your intention statement will be. Read slide.
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Elements of Understanding
Additional Handouts
Why? Why should I teach this cognitive strategy?
What? What will I teach?
How? How will I teach this cognitive strategy?
Where to next? How will this change my practice tomorrow?
1
68
69
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Creating Mental Images Anchor Lesson Plan

Teacher actions are bolded. Teacher script is unbolded.
Objective
Students Will Be Able To: - Define the strategy of creating mental images - Practice creating mental images (of popcorn popping) Students should be situated at their assigned carpet seating. Present students with Comprehension Purpose Question (CPQ): How does Frederick help the mice during the winter? Read Frederick, by Leo Lionni (1967). Stop at the end of p. 7 (for winter is gray.). Have students Think-TurnTalk. Question: Do you think Frederick is being helpful? Why or why not? Stop at the end of p. 21 (Was it magic?). Think-Turn-Talk. Question: Why do you think the mice feel warmer? Read to the end of the book. Check CPQ.
Opening
Introduction to New Material
Say: In the story, the mice were able to create pictures, or mental images, in their minds. Lets see if we can create mental images, just like the mice did. How many of you like popcorn? Have you made popcorn before? Lets use all of our senses sight, smell, taste, feeling, and hearing to create a mental image of making microwave popcorn. Close your eyes and use your imagination along with me. I will describe the image just like Frederick did for the mice.
Guided Practice
Say: Picture yourself unfolding the popcorn bag. Open the microwave door and put the bag inside. Make sure that the bag is right side up! Shut the door and push the popcorn button on the microwave. Ewww the button is all greasy from the last time you made popcorn. Can you hear the microwave humming? You can hear the first pop then another. Mmmm, smell that fresh popcorn smell. Ohhhh, you can hardly wait. The popping is faster now, and you can see the bag growing in the microwave. The popping begins to slow its almost done. Beep, beep, beep. The microwave is signaling that it is time to open the door. Pick the bag up by the corner its hot! Carefully hold the bag by the edges and pull the top apart. See the steam as it escapes? It smells delicious! Reach in and take out one small, warm, yellow kernel. Pop it into your mouth. The buttery flavor melts on your tongue. Say: When we create mental images, the words in a text help us imagine what is happening in the text. When discussing the strategy, if students need support, refer to Frederick/ making popcorn to help them remember.
Closing
Follow-up
3
71
Creando Imgenes Mentales
Yo veo Yo huelo Yo saboreo Yo escucho Yo puedo sentir

I see I smell I taste I hear I can feel
References
Block, C., Parris, S., & Whiteley, C. (2008). CPMs: A kinesthetic comprehension strategy. The Reading Teacher, 61 (6), pp. 460-470. Chan, L., Cole, P., & Morris, J. (1990). Effects of instruction in the use of a visual-imagery strategy on the reading-comprehension competence of disabled and average readers. Learning Disability Quarterly, 13 (1), 2-11. Duke, N.K., & Pearson, P.D. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S.J. Samuels (Eds.), What research has to say about reading instruction. Newark, DE: International Reading Association, Inc. Foro abierto para la lectura. (2003). Nivel 2, unidad 3. Columbus, OH: SRA/McGraw-Hill. Gambrell, L., & Brooks Jawitz, P. (1993). Mental imagery, text illustrations, and children's story comprehension and recall. Reading Research Quarterly, 28 (3), 265-276. Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement. Portland, ME: Stenhouse Publishers. Hibbing, A., & Rankin-Erickson, J. (2003). A picture is worth a thousand words: Using visual images to improve comprehension for middle school struggling readers. The Reading Teacher, 758-770. Keene, E., & Zimmerman, S. (1997). Mosaic of thought: teaching comprehension in a reader's workshop. Portsmouth, NH: Heinemann. Keene, E., & Zimmermann, S. (2007). Mosaic of thought: The power of comprehension strategy instruction (2nd Ed.). Portsmouth, NH: Heinemann. Lionni, L. (1967). Frederick. New York: Dragonfly Books. Lionni, L. (2005). Frederick (T. Mlawer, Trans.). New York: Lectorum Publications. (Original work published 1967). Mallory, K. (1995). Families of the deep blue sea. Watertown, MA: Charlesbridge Publishing. McLoughland, B. (n.d.). I talk with the moon. In Moon Poems. Retrieved December 16, 2008, from http://ryecityschools.lhric.org/webquest/milton/earth/Moon%20Poetry.htm Moats, L. (2005). Language essentials for teachers of reading and spelling module 6: Digging for meaning: Teaching text comprehension. Boston: Sopris West.
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Open Court Reading. (2000). Grade 2, Unit 3. Columbus, OH: SRA/McGraw-Hill. Pressley, M. (1976). Mental imagery helps eight-year-olds remember what they read. Journal of Educational Psychology, 68 (3), 355-359. Sadoski, M. (1998, December). Mental imagery in reading: A sampler of some significant studies. Retrieved October 29, 2008, from Reading Online: http://readingonline.org/research/Sadoski.html Stead, T. (2006). Reality checks: Teaching reading comprehension with non-fiction K-5. Portland, ME: Stenhouse Publishers. Taylor, B., Pearson, P.D., Clark, K., & Walpole, S. (1999). Beating the odds in teaching all children to read. (CIERA Report No. 2-006). University of Michigan School of Education: Center for the Improvement of Early Reading Achievement. Tovani, C. (2000). I read it, but I don't get it: Comprehension strategies for adolescent readers. Portland, ME: Stenhouse Publishers. Vaughn Gross Center for Reading and Language Arts. (2007). Features of effective instruction. University of Texas System/Texas Education Agency. Wilhelm, J. (2004). Reading is seeing: Learning to visualize scenes, characters, ideas, and text worlds to improve comprehension and reflective reading. New York: Scholastic, Inc.
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Tools for Coaches/Expanded Coaching Cycle

Professional Development Training Session
During the Creating Mental Images training session, participants were provided with information about the importance of creating mental images during reading. They observed a model of an effective think-aloud lesson. Participants were provided time to begin planning and practicing a cognitive strategy lesson to introduce creating mental images to their students.
Modeling
Following the professional development training session, participants should view a demonstration lesson in the classroom. The teacher who will be demonstrating the lesson should pre-conference with the observer(s) and provide a lesson plan to aid in the discussion. Demonstration lessons and plans should reinforce the following skills, strategies and techniques: Creating mental images is explained explicitly (following steps 1-4 of the Cognitive Strategy Routine) A CPQ that links to the strategy is presented before reading Creating mental images is modeled at least three times through think-alouds Students have opportunities to share their thinking using Think-Turn-Talk All students are accountable for thinking about the CPQ Comprehension is extended or deepened through further questioning or discussion
After observing the demonstration lesson, teachers should meet to complete strategy lesson plans.
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Observation and Feedback

The literacy coach or other mentor should then observe as teachers begin to implement the instructional routine, providing feedback for further reflection and discussion. Such observation/feedback cycles may include opportunities to: Meet to conference before and after the lesson and review the Pre-/Post-Conference Discussion Tool. (There are four Pre-/Post-Conference Tools included in the Tools for Coaches section. Choose the conference tool that works best for you and the teacher, or you may wish to create your own conference tool.) Determine a specific focus for the lesson. Meet to debrief at the conclusion of the lesson. Ask the teacher to reflect on the lesson and explain what s/he thought was done well and where s/he might make improvements. Share your observations. Provide positive feedback as well as constructive comments or questions that will move the teacher toward improvement. Keep observations specific to the area of focus identified during the pre-conference. Ask questions such as, How might you ______ in the next strategy instruction lesson? In what ways might you _____ the next time you teach creating mental images? At the end of the meeting, decide what the next steps will be.
Right-On-Time Professional Development

The literacy coach or other mentor should then observe as teachers begin to implement the cognitive strategy instruction, providing feedback for further reflection and discussion. Such observation/feedback cycles may include opportunities to: Have teachers meet to reflect on their strategy instruction lessons. Ask teachers to use the Reflective Journal in the Tools for Teachers section. Encourage teachers to share successes and challenges. Collaborate to think of ways to overcome the challenges. Ask teachers to share methods they use for assessing students comprehension and application of the cognitive strategy. Share how teachers may have used the assessment tools in the Assessment Tools section. If there are areas that need revisiting, take the time to do so before beginning to focus on another cognitive strategy.
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Meet With the Principal

The literacy coach will meet with the principal to share the progress of implementation of creating mental images strategy instruction. These meetings may include the following elements: Revisiting the K-3 Reading Instructional Plan and considering any updated data that are available. Selecting the next campus-wide focus for improving comprehension instruction. Preparing for the next professional development training session.
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Pre-/Post-Conference Discussion Tool for Effective Strategy Instruction (A)

Text: _______________________________________________________ Date:
BEFORE READING
Why did you select this text to teach the cognitive strategy creating mental images? How will you explicitly explain the strategy? How will you check/know that students understand your explanation? How will you link the CPQ to creating mental images?
Notes
DURING READING
How did you select places in the text to stop for comprehension instruction? How will you explicitly model the strategy creating mental images? How will you engage students in thinking about/comprehending the story? How will you guide students to practice and apply the strategy during the reading? How will you assess comprehension during reading?
AFTER READING
How will you ensure that ALL students are accountable for thinking about/answering the CPQ? After answering the CPQ, how will you deepen and extend comprehension? How will you assess students understanding of the cognitive strategy? How will you decide next steps in strategy instruction? How will students move toward independent use of the strategy?
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Pre-/Post-Conference Discussion Tool for Effective Strategy Instruction (B)

Text: _______________________________________________________ Date: BEFORE READING Why did you select this text to teach the cognitive strategy creating mental images? How will you explicitly explain the strategy? How will you check/know that students understand your explanation? How will you link the CPQ to creating mental images? DURING READING How did you select places in the text to stop for comprehension instruction? How will you explicitly model the strategy creating mental images? How will you engage students in thinking about/comprehending the story? How will you guide students to practice and apply the strategy during the reading? How will you assess comprehension during reading? Pre-Conference Notes Post-Conference Notes
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AFTER READING How will you ensure that ALL students are accountable for thinking about/answering the CPQ? After answering the CPQ, how will you deepen and extend comprehension? How will you assess students understanding of the cognitive strategy? How will you decide next steps in strategy instruction? How will students move toward independent use of the strategy? COMMENTS/FOLLOW-UP PLANS
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Observation Tool for Effective Strategy Instruction (C)
Skill/Strategy Explicit explanation of the strategy A CPQ that links to the strategy 3 places to model the strategy through a think-aloud Teacher models creating mental images that deepen understanding of the text Students are engaged and have opportunities to share their thinking using ThinkTurn-Talk All students are accountable for thinking about the CPQ Comprehension is extended or deepened through further questioning or discussion
Observed
Y/N
Comments
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Observation Tool for Effective Strategy Instruction (D)

Book Title:
________________________
Comprehension Strategy:
_____________________
Model Comprehension Strategy

Explicit Explanation of Comprehension Strategy
Before Reading 3-5 Minutes
Review Vocabulary Comprehension Purpose Question
Places to Model/Prompt Strategy Practice

During Reading 10-12 Minutes
Think-Turn-Talk to Engage Students
After Reading - 5 Minutes
Check Comprehension Purpose Question Students Share Thinking/Reinforce Strategy
Clarify as Necessary, Reinforce Vocabulary
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Professional Development Training Session Planning
Module: Creating Mental Images Date: Time: Place: Invited Participants:
Notes:
Needs:
Considerations:
RTA support Administrative support Teachers familiarity with core program Links to special education, Title I, intervention instruction Notification of invitees
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Modeling
Teacher: ______________________________
Demonstration Lesson by LCC or appointed literacy coach
Lesson: Date: Time: Place: Invited Participants:
Notes:
Lesson Planning Meeting: collaborate on plans, further develop plans begun in Professional Development Training Session
Lesson: Date: Time: Place: Invited Participants:
Notes:
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Modeling, contd.
Side-by-Side Teaching Pre-Conference Date/Time: Pre-Conference Considerations:
Lesson:
Date: Time: Place: Check in with RTA Notes to discuss:
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Observation and Feedback

Teacher: ______________________________
Pre-Conference
Pre-Conference Date/Time: Pre-Conference Considerations:
Observation
Lesson: Date: Time: Place: Notes:
Post-Conference
Post-Conference Date/Time: Post-Conference Considerations:
Next Steps
Target Date to Implement Next Steps:
Person Responsible:
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Troubleshooting
Observation Students are unclear about definitions/uses of comprehension strategies Possible Solutions (for coach and teacher to consider) Teacher and coach review the Strategy Instruction Card and plan to explicitly introduce (or reintroduce) the comprehension strategy Teacher copies comprehension strategy posters and hangs them in classroom Teacher uses anchor charts and hand signals as concrete reminders to students Coach and teacher review handout Whats Important to Remember When Setting a CPQ? found in Elements of Understanding: Reading With Purpose Teacher observes another teacher who uses strong CPQs and is able to link the CPQ to the strategy Coach and teacher plan CPQs together Coach models reading with voice inflections, facial expression, body movements, and energy Teacher practices reading with expression and energy, with coach or partner teacher providing feedback Teacher selects shorter chunks of text with which to model creating mental images Teacher uses Think-Turn-Talk at key points throughout the reading
CPQ does not link to the focus strategy
Students are not engaged during strategy lesson
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Students do not respond to teachers questions/prompts to use the strategy or a limited number of students respond or teacher calls on the same students repeatedly
Teacher asks questions of students throughout the story with little modeling
Students create mental images lacking detail or students images do not incorporate senses beyond visual or students create mental images which do not relate to text information
Teacher institutes Think-Turn-Talk procedure - Teacher and coach plan questions for Think-Turn-Talk and incorporate them into lesson plans - Teacher introduces (or reintroduces) procedure to students - Coach provides support as needed See Elements of Understanding: ThinkTurn- Talk for more information Coach models think-alouds Teacher observes another teacher who uses strong think-alouds Coach and teacher plan think-alouds together Teacher practices think-alouds, with coach or partner teacher providing feedback Teacher returns to Step 5 of the Cognitive Strategy Routine modeling through think-alouds. Teacher models high-quality mental images. Teacher uses the stem: that helps me understand because After modeling several times, when students take responsibility for strategy use, teacher uses question prompts such as: How does that help you understand?
Other:
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Tools for Teachers
Reflective Journal
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Teacher Reflection Journal: Training Session Reflection

Think about Creating Mental Images. What were three key ideas you will incorporate into your classroom practice?
__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

Which parts of strategy instruction do you feel most comfortable with?
__________________________________________________________ __________________________________________________________ __________________________________________________________

Which parts of strategy instruction do you think will be challenging for you to implement? How might you overcome challenges?
__________________________________________________________ __________________________________________________________ __________________________________________________________

Other thoughts about the training session:
__________________________________________________________ __________________________________________________________ __________________________________________________________
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Teacher Reflection Journal: Demonstration Lesson Reflection

Think about the demonstration strategy lesson you observed. What worked effectively? Why were those specific elements effective?
__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

What elements do you want to continue to work on in your strategy instruction?
__________________________________________________________ __________________________________________________________ __________________________________________________________

Other thoughts about the demonstration lesson:
__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________
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Teacher Reflection Journal: Lesson Planning Reflection

Think about the lesson planning session. What did you find challenging?
__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

How will the lesson plans you created be helpful?
__________________________________________________________ __________________________________________________________ __________________________________________________________

Other thoughts about lesson planning:
__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________
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Teacher Reflection Journal: Side-by-Side Teaching Reflection

Think about the Side-by-Side lesson. What was effective or helpful?
__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

What did you find challenging?
__________________________________________________________ __________________________________________________________ __________________________________________________________

Other thoughts about the Side-by-Side lesson:
__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________
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Teacher Reflection Journal: Reflecting on My Own Teaching

What are some of your successes with strategy instruction?
__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

What would you like to continue to work on or focus on next?
__________________________________________________________ __________________________________________________________ __________________________________________________________

Other thoughts about strategy instruction:
__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ Br i n g sam p le le sso n p lan s t o sh ar e at t h e n e x t Co m p r e h e n si o n Plan n i n g Me e t i n g !
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Tools for Administrators

Creating Mental Images described ways to teach students to create mental images while reading. The following Tools for Administrators have been provided to reinforce the importance of Coaching to Make it Happen: 1. What to Look for During Classroom Observations: This quick checklist may assist the administrator when observing for implementation of a comprehension module. 2. Pre-/Post-Conference Discussion Tools: Copies have been included in the Tools for Coaches section. These tools may also be used during observations. Administrators or others may choose the tools they find most useful. 3. Grade Level Improvement Plan: This form may be used as an extension of the campus Reading Instructional Plan (RIP). After analyzing student data, the coach, principal and others may use this form to identify specific areas that require attention and to plan next steps. 4. Sample Meeting Agendas: These samples demonstrate how specific professional development trainings can be segmented for implementation by the literacy coach. Specific steps are outlined on the agendas. NOTE: Reading First has provided a number of tools to support instructional leaders. Previous tools include the Coaching Conferencing Tool (CCT). If you are unable to locate this tool, your Local Campus Coach (LCC) or Reading Technical Assistance Specialist (RTA) can locate a copy for you.
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1. What to Look for During Classroom Observations

When observing teachers who are implementing the strategies learned in the Creating Mental Images module, you may wish to look for the following:
Effective strategy instruction: Creating Mental Images
Observed?
Notes
Explicit explanation of the strategy is provided. A hand signal representing creating mental images is used during the lesson. An icon poster representing creating mental images is posted. Students are provided with concrete examples of how and when the strategy is applied; proper terminology used. The teacher uses think-alouds to model creating mental images multiple times during the lesson. The teacher models relevant mental images which are supported by text, and explicitly explains how they enrich understanding of the text. The CPQ links to creating mental images. Students are engaged and have opportunities to share their thinking using Think-Turn-Talk. Students have multiple opportunities to practice creating mental images in a variety of contexts. All students are accountable for thinking about the CPQ. Comprehension is extended or deepened through further questioning or discussion.
2. Pre-/Post-Conference Discussion Tools

Several Pre-/Post-Conference Discussion Tools have been included in the Tools for Coaches section. These tools provide questions that you may refer to as you observe for instructional practices outlined in Creating Mental Images.
3. Grade Level Improvement Plan
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3. Grade Level Improvement Plan
GOALS: Area_________________________________ Target number of students to benchmark ______
Area_________________________________ Target number of students to benchmark ______ After reviewing the assessment data, these are our actions for grade level improvements: 1.
2.
3.
Support needed from the coach: ___________________________________________________ ______________________________________________________________________________
Support needed from the principal: _________________________________________________ ______________________________________________________________________________
Professional Development Needs: __________________________________________________ ______________________________________________________________________________
Our next meeting to plan and coordinate instruction is: Date:_______ Time:_______
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4. Sample Agendas
Meeting Objective(s): 1) To enhance our core program instruction with an emphasis on higher-level thinking skills 2) To compare our TPRI Comprehension results with those across the state 3) To clarify the importance of creating mental images while reading
Date: Tuesday, Feb. 3 , 2008
Members Invited:
Start Time: 3:00
1 Beverly Harrell -LCC
(Leader/Facilitator) (Timekeeper) (Prompter/Participant) (Participant) (Participant) (Participant) (Participant) (Prompter/Participant) (Participant) (Participant) (Participant)
End Time: 3:30 Location: Library
Materials to be provided by facilitator: Pens, pink and blue highlighters, sticky notes, hand-out packets
Preparation required by facilitator: Run off hand-outs for all participants, gather pens, highlighters, & sticky notes, request use of library, request use of laptop and data projector, put up creating mental images poster
Sa
Preparation required by participants: arrange for students to be taken care of so you can be on time to PD
m
Process Welcome
Materials to be brought by each participant: Agenda
pl
Time 2 minutes 25 minutes Discussion 3 minutes
e
Presentation
Action Item(s) Introduce PD and ground rules -- Prompter will keep group on task. Creating Mental Images Slides 1 - 14 Review/set next steps/next PD date
Person(s) Responsible Beverly
Beverly
Group
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Meeting Objective(s): 1) To enhance our core program instruction with an emphasis on higher-level thinking skills 2) To explore creating mental images 3) To practice using our core program T.E. to more effectively teach creating mental images 4) To plan and practice a strategy introduction lesson
Date: Tuesday, Feb. 10, 2008
Members Invited:
Start Time: 3:00
1 Beverly Harrell -LCC
(Leader/Facilitator) (Timekeeper)
Location: Library Materials to be brought by each participant: Agenda and current Teacher's Edition
pl
13 Time 2 minutes Process Welcome 40 minutes Discussion 3 minutes
e m
Presentation
End Time: 3:45
(Prompter/Participant)
(Participant) (Participant) (Prompter/Participant) (Participant) (Participant) (Participant) (Participant)
Materials to be provided by facilitator: Pens, pink and blue highlighters, sticky notes, hand-out packets
Preparation required by participants: arrange for students to be taken care of so you can be on time to PD
Sa
Preparation required by facilitator: Run off hand-outs for all participants, gather pens, highlighters, & sticky notes, request use of library, request use of laptop and data projector, put up creating mental images posters
Action Item(s)
Person(s) Responsible Beverly
Introduce PD and ground rules -- Prompter will keep group on task. Creating Mental Images Slides 15 - 38 Review/set next steps/next PD date
Beverly
Group
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Meeting Agenda
Meeting Objective(s): 1 To enhance our core program instruction with an emphasis on higher-level thinking skills 2 3 4 5
Date:
Members Invited:
Start Time:
(Leader/ Facilitator) (Timekeeper)
End Time:
(Participant) (Prompter/ Participant) (Participant) (Participant)
Location: Materials to be brought by each participant:

Materials to be provided by facilitator:
(Participant) (Participant) (Participant) (Prompter/ Participant) (Participant) (Participant) (Participant)
Preparation required by participants:

Preparation required by facilitator:
Action Item(s)
Process
Time
Person(s) Responsible
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Campus K-3 Reading Instructional Plan

If deeper comprehension instruction is identified as a campus priority, the school leadership team should prepare for implementation by incorporating this priority into the K-3 Reading Instructional Plan. These plans include action steps, responsible stakeholders, and target dates for completion. They can be created for any prioritized area of reading instruction, and indeed, the same format can be used to create a plan for instruction in other content areas as well. A blank copy of the K-3 Reading Instructional Plan can be found on the Creating Mental Images CD.
Professional Development has been planned, along with follow-up steps.
Those responsible for aspects of the plan have been identified, and target dates set. Thus, accountability has been built into the plan.
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Assessment Tools
Students become partners in the assessment process when they are encouraged to engage in self assessment and peer assessment (OMalley & Pierce, 1996). Assessing students use of cognitive strategies can be challenging. Their use of strategies may vary, depending upon text difficulty, background knowledge of the text topic, the reading situation, and other factors. Therefore, it is important that we assess our students over time. We assess our students by: Listening: We listen to our students as they read and when they share their thinking about text. Talking: We ask questions so that we understand our students thinking and so they may understand their own strategy use. Reading: We read students responses to text, including their formal responses (such as journal entries) and informal responses (such as sticky notes upon which they have recorded their thinking). Note-taking: We have a system for recording what we hear and see in class. This may be a small notebook for each child, a clipboard with a spreadsheet containing students names and a place to make comments, a binder with a record sheet for each child, or another system that is convenient for an individual teacher. Thinking: We synthesize all of the information we have collected to create a complete picture of each student.
Included in this section are several tools that can be used to aid in assessment. Teachers are encouraged to choose the tools that they find useful, or to create their own. Further resources for educators: OMalley, J. M., & Pierce, L.V. (1996). Authentic assessment for English language learners: Practical approaches for teachers. New York: Longman. International Reading Association. (2000). A practical guide to reading assessments.
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Student: _____________________________
Creating Mental Images Individual Student Record Sheet

Observed Y/N
Dates: _______ to _______
Skill/Strategy
Student can articulate the strategy's name, definition, and how it might be used Student creates mental images that clarify/deepen understanding Student creates mental images that come from all five senses and the emotions Student creates mental images that change as new text information is provided Student articulates how mental images aid in understanding a particular text Student can identify particular words or phrases which contributed to mental images Student creates mental images when reading independently Comments:
Comments
Interventions/Enhancements as needed:
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Student Self-Assessment Creating Mental Images Name: ____________________________ Yes

I thought about the topic before I read.
Sometimes
No
The text created images in my mind. The images came from all five senses and my heart. My mental images changed as I continued to read. When I created mental images, I understood better. I liked this book.
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Cognitive Strategies Individual Student Record Sheet

Student: _________________________________________________Date_________________________ Book/Text____________________________________________________________________________
Strategy Key:
3 3 = Rarely
2 2 = Sometimes
1 1 = Usually
Making Connections
Making Inferences & Predictions
Asking Questions
Summarizing & Determining Importance
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Cognitive Strategy Grouping Mat

The Cognitive Strategy Grouping Mat can be used to group students for additional instruction. Some suggestions for use are found below. Teachers, interventionists, coaches and others are encouraged to use the Grouping Mat creatively to enhance instruction. The Cognitive Strategy Grouping Mat and the Rubric can be pasted into a file folder, then laminated. Wet erase markers can be used to write on the mat. Previous comments can then be wiped off and the mat re-used as new data (both formal and anecdotal) become available. The Cognitive Strategy Rubric may be used to assess students use of the cognitive strategies. As students share their thinking about text, their instructors may determine which rubric descriptors best describe students use of the cognitive strategies. These may be translated into a rating on the Rubric (3, 2, or 1 see Rubric for more specific information), and the instructor may mark the box next to the childs name on the Grouping Mat. Example: Andy is a first grader whose teacher, Ms. Glover, has been modeling the strategy creating mental images. She is now asking the students to use the strategy when they Think-Turn-Talk. Andy shares his thinking with his partner, and Ms. Glover listens to their dialogue. She notes on her clipboard that Andy creates mental images related to the text, but many of his images contain only visual information. Later, as she reviews her notes, she rates Andys use of the strategy as a 2 on the rubric. Ms. Glover will continue to provide support for Andy (and other students whom she has categorized as using the strategy at a level 2), using strategic modeling and question prompts to deepen students use of the strategy. Students may be grouped for further instruction. For example, all students who are using the strategy at a 3 level may be grouped together and receive more intensive instruction on this strategy. It is important to remember that students use of strategies will be fluid over time, depending upon background knowledge, familiarity with text structures, etc. A Grouping Mat can be used for an entire class or for individual small groups.
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The arrow system is a simple recording system that can be used during daily instruction (Shearer, 2000). As an instructor listens to a students thinking (for example, during Think-Turn-Talk), arrows can be added to the chart. Arrow up - Student used the cognitive strategy with facility Arrow to the side - Student used the cognitive strategy, but at a surface level Arrow down - Student did not use the cognitive strategy or used it at an emerging level This can be done on an ongoing basis across a specified time period. At the end of the time period, a brief glace at the arrows can inform the instructor which students are ready for enhanced instruction (several up arrows), which students need more supported practice (several side arrows), and which students need intensive instruction (several down arrows).
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Cognitive Strategy Grouping Mat Rubric Strategy 3 2

Can identify connections, but without the ability to relate how they help understand text.
1
Makes connections with previous background knowlede to enhance comprehension.
Making Connections
Has difficulty making simple connections to text.
Unable to describe sensory images in relation to text.
Able to describe visual or sensory images tied directly to text, from literal text, or existing picture.
Able to describe multi-sensory images to deepen or enhance comprehension.
Not able to predict or make
Making Inferences & inferences, or makes predictions/ inferences that are illogical in relation Predictions
to text information.
Makes simple predictions tied directly to text or pictures, makes some inferences with prompting.
Makes clear and reasonable predictions based on text; is able to make inferences to deepen understanding.
Asking & Answering Questions
Poses questions to deepen Poses no questions before, during, or Poses questions to clarify meaning at understanding, validate or challenge after reading a surface-level. the author's purpose or motives, or which lead to inferences.
Summarizing & Determining Importance
Unable to retell the story, or can identify some events from text; does not order events sequentially. Cannot identify important events or main idea.
Can retell critical story elements in Can retell in a logical sequence. a logical sequence with some Identifies important events or main extension or background knowledge. idea. Identifies important events or main idea and why they are important.
Making Connections
Cognitive Strategy Grouping Mat Creating Mental Making Inferences & Images Predictions 3 2 1 3 2 1
Asking & Answering Questions 3 2 1
Summarizing/Determining Importance 3 2 1
Student Name
Totals:
References
Block, C., Parris, S., & Whiteley, C. (2008). CPMs: A kinesthetic comprehension strategy. The Reading Teacher, 61 (6), pp. 460-470. Chan, L., Cole, P., & Morris, J. (1990). Effects of instruction in the use of a visual-imagery strategy on the reading-comprehension competence of disabled and average readers. Learning Disability Quarterly , 13 (1), 2-11. Duke, N.K. & Pearson, P.D., (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S.J. Samuels (Eds.), What research has to say about reading instruction. Newark, DE: International Reading Association, Inc. Dressler C., & Kamil M. (2006). First- and second-language literacy. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners: A report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum Associate. Foro abierto para la lectura. (2003). Nivel 2, unidad 3. Columbus, OH: SRA/McGraw-Hill. Francis, D., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical guidelines for the education of English language learners: Research-based recommendations for instruction and academic interventions. Available at http://www.centeroninstruction.org/files/ELL1-interventions.pdf Gambrell, L., & Brooks Jawitz, P. (1993). Mental imagery, text illustrations, and children's story comprehension and recall. Reading Research Quarterly , 28 (3), 265-276. Genesee F., Geva, E., Dressler, D, & Kamil, M. (2006). Synthesis: Cross-linguistic relationships. In D. August & T. Shanahan (Eds.), Developing literacy in second language learners: A report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum Associates. Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann. Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement. Portland, ME: Stenhouse Publishers. Hibbing, A., & Rankin-Erickson, J. (2003). A picture is worth a thousand words: Using visual images to improve comprehension for middle school struggling readers. The Reading Teacher , 758-770.
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Creating Mental Images

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Creating Mental Images

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Elements of Understanding

Deeper Instruction in Reading and Listening Comprehension

Creating Mental Images:

Elements of Understanding: Deeper Instruction in Reading and Listening Comprehension

Creating Mental Images

Using Data to Make Instructional Decisions

TPRI End-of-Year (EOY) Comprehension Data

04-05 05-06 06-07 07-08

Tejas LEE End-of-Year (EOY) Comprehension Data

04-05 05-06 06-07 07-08

*Kindergarten = Listening Comprehension

Modules 2008 - 2009

Coaching to Make it Happen

The Coaching Cycle

Expanded Coaching Cycle

2: Demonstration Lesson by Literacy Coach 3: Lesson Planning 4: Side-by-Side Teaching

Scaffold Back as Needed

6: Reflection and Sharing

7: Determine Priorities 8: Next Professional Development Training

1: Begin cycle again

Identifying the Literacy Coach

Suggestions for Next Steps

Information for Administrators

2: Review/Modify the K-3 Reading Instructional Plan

3: Communicate New Priorities to Stakeholders

Expectations for Stakeholders

Literacy Coaches (LCCs and others)

Other Instructional Support Staff

Information for Presenters

Coaching to Make it Happen

Assessment Tools .......... 103 References ... 111

Information for Presenters

Prerequisites for the Training

Materials Needed for the Training

Scaffold thinking and discussion of what is being read:

Using this Guide

The color red identifies the module: Listening Comprehension

Tools for Coaches, Teachers, and Administrators

Say: The goals for this session are to Read slide.

REFERENCE: TEKS can be found at: http://www.tea.state.tx.us/ rules/tac/chapter110/ index.html

Creating mental images has many benefits to readers.

See page 13 for more information on presentation options.

SAMPLE SCRIPT USING TEXT: Frederick

SAMPLE SCRIPT USING TEXT: Frederick

SAMPLE SCRIPT USING TEXT: Frederick

SAMPLE SCRIPT USING TEXT: Frederick

SLIDE 25 contd. on next page

SLIDE 25, contd.

Carefully select a text excerpt that is crucial to understanding the text.

SLIDE 29, contd.

SLIDE 32 contd. on next page

SLIDE 32, contd.

SAMPLE SCRIPT USING TEXT: Families of the Deep Blue Sea

SLIDE 36, contd.

Creating Mental Images

Why? Why should I teach this cognitive strategy?

What? What will I teach?

How? How will I teach this cognitive strategy?

Where to next? How will this change my practice tomorrow?

Creating Mental Images Anchor Lesson Plan

Introduction to New Material

Creando Imgenes Mentales

Yo veo Yo huelo Yo saboreo Yo escucho Yo puedo sentir

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__

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GOALS: Area___________________________ Target number of students to benchmark

Support needed from the coach: _ ____________________________

Support needed from the principal: _ ______________________________

Professional Development Needs: ____________________________