Guided Comprehension: Visualizing Using the Sketch-to-Stretch Strategy

Overview

Featured Resources

From Theory to Practice

 

OVERVIEW

A majority of students in grades 4 to 6 are beyond decoding instruction. Strategic reading allows students to monitor their own thinking and make connections between texts and their own experiences. Based on the Guided Comprehension Model developed by Maureen McLaughlin and Mary Beth Allen, this lesson introduces students to the comprehension strategy sketch-to-stretch, which involves visualizing a passage of text and interpreting it through drawing. The strategy encourages diverse perspectives and fosters open discussion of various interpretations. Sketch-to-stretch is first introduced, demonstrated, and applied in a whole-group session. Students are then placed in groups with similar instructional needs to practice the strategy through teacher-guided small-group instruction and student-run comprehension centers. At the end of the third session the class gathers to reflect on how the visualizing strategy can help them understand texts.

NOTE: This lesson is intended as an introduction to the visualizing strategy. With continued practice, students should be able to apply the visualizing and sketch-to-stretch strategy independently to other texts.

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FEATURED RESOURCES

Teacher Tool: Sketch to Stretch: This tool provides teachers with suggestions on using the sketch-to-stretch strategy in the classroom.

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FROM THEORY TO PRACTICE

McLaughlin, M., & Allen, M.B. (2002). Guided Comprehension: A teaching model for grades 3–8. Newark, DE: International Reading Association.

• Guided Comprehension is a context in which students learn comprehension strategies in a variety of settings using multiple levels and types of text. It is a three-stage process focused on direct instruction, application, and reflection.
  
  
• The Guided Comprehension Model progresses from explicit teaching to independent practice and transfer.
  
  
• Visualizing involves picturing in your mind what is happening in the text.
  
  
• Current studies demonstrate that when students experience explicit instruction of comprehension strategies, it improves their comprehension of new texts and topics (Hiebert et al., 1998).
  

 

Hiebert, E.H., Pearson, P.D., Taylor, B.M., Richardson, V., & Paris, S.G. (1998). Every child a reader. Ann Arbor, MI: Center for the Improvement of Early Reading Achievement (CIERA).

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