Ann Preidis

EDR 627
GVSU Fall 2018

Strat Chat 1

Grade Level:
2
Introduction:
The strategy used in this lesson was ‘Sketch in Chunks’ from Jennifer
Time: Serravello’s The Reading Strategies Book. T
20-30 minutes

Materials Needed: Background:

Frida Kahlo and Her The strategy is best used for readers at or above level L according to
Animalitos by Monica Fountas-Pinnell Guided Reading, 300-499 in Lexile, and is Basal
Brown
Equivalent to Second Grade.
(Or other nonfiction
selection) This strategy is specifically designed for nonfiction writing and is best
used with articles. However, the strategy can be used successfully
“Sketch in Chunks” within nonfiction chapter books or books broken up in several pages.
worksheet and slides

Document Camera There are many skills used in this strategy including synthesis,
determining importance, and visualization.
Projector

Digital Timer Engagement:

References: Introduce the book by making a connection to the previous weeks
reading topic. Students read about different kinds of artists. Ask
Serravallo, J. (2015). students questions like:
The reading
• Who can tell me what an artist is?
strategies book:
Your everything • Who are some artists you know?
guide to • What kinds of artists can you tell me about?
developing skilled • What was our reading topic about last week?
readers. Inform students they will hear a story about the artist Frida Kahlo.
Portsmouth, NH:
Heinemann.
Exploration:
Let students know they will be listening to the story and try to
visualize what is happening in their minds. Give a visual cue
throughout the story by placing a hand on your head and looking at
the students. Do not show the pictures to the students. The point of
the exercise is to develop their visualization skills!

Read the first few pages until the bookmarker is reached.

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 Ann Preidis
EDR 627
GVSU Fall 2018

T: “Stop! What are you picturing in your head?”

Take a second to place your hand on your head and think out loud so students can hear
you.

T: “On my signal, you will get one minute to sketch what you are picturing in your
head. This time, I would like you to watch me. Please keep your hands in your lap.”

Set the timer for 1 minute, cue signal.

Have the students watch you sketch in the first box. Drop your pencil when the timer
goes off. It is important for students to understand this is not about skill!

T: “I stopped and dropped my pencil immediately after the timer went off. Now, I am
ready to listen again.”

Ensure pencils are down and hands are in laps. Begin reading to the next stop point.

T: “This time I want you to draw along with me in the second box. Ready, go!” (Set the
timer simultaneously and give cue.)

Ensure pencils are down and hands are in laps. Begin reading to the third stop point.

T: “Ready, go!” (Set timer and cue simultaneously).

Begin reading to the final stop point.

T: “Ready, go!” (Set timer and cue simultaneously).

Explanation:
Once students have completed all four boxes, ask students to look at their sketches and
think…

T: “Look at your sketches. What are most of your sketches about?”

S: “Frida.”; “Frida and her animals.”; “Frida Kahlo and her pets.”

Invite some students to share one of their sketches with the class and talk about what
they drew.

T: “Why did you draw Frida? Her animals? What do your sketches tell you about the
story?”

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 Ann Preidis
EDR 627
GVSU Fall 2018

Invite a few more students to share one of their sketches on the document camera and
talk about why they drew their picture. Try to encourage students to use specific words
from the text that gave them clues.

T: “How has this strategy helped you understand more about Frida Kahlo while listening
to me read?”
S: “I was able to practice seeing the story in my head.” “Seeing pictures was helpful
when I had to re-tell the story.”
T: “Visualizing what you read can be a fun way to re-tell a story and help you
understand what you are reading.”

Use the document camera to display real photos of Frida with the animals from the
story. This helps the story feel more real and allows a better connection between the
book and students.

Extension:
Students can use their sketches to reenact the story by creating their own Readers’
Theater.

Students could use this strategy on other nonfiction articles or short books.

Students can compare their sketches and talk about what each person thought of as
they were listening.

Evaluation:
Collect the sketches from the supply managers. Students are evaluated on effort and
accountability. In the future, a place for writing could be added to the worksheet to
include telling about the pictures so the teacher has a better idea of what is happening
if it is not apparent.

Quickly assess students formatively by asking:

Thumb up=This is a good strategy for me and I will use it again.

Thumb in middle= This strategy might be good for me, but I need to try it again.
Thumb down= Another strategy is best for me.