1 / 14

Sketch to Stretch

Sketch to Stretch. Ashley Saunders Meghan Nolan Lit 501 – Summer 09. Sketch to Stretch is great because…. It allows students to Monitor their own thinking Engage prior knowledge Make connections Be actively involved with texts Share their ideas with classmates. Who is it for?.

damian-blair
Download Presentation

Sketch to Stretch

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Sketch to Stretch Ashley Saunders Meghan Nolan Lit 501 – Summer 09

  2. Sketch to Stretch is great because… It allows students to • Monitor their own thinking • Engage prior knowledge • Make connections • Be actively involved with texts • Share their ideas with classmates

  3. Who is it for? • Students of all ages! • Best with upper elementary

  4. When do you do it? • Before the reading • Make predictions • During the reading • Visualize as a listening skill • After the reading • As a summary tool

  5. How long does this take? • Not more than 3 – 5 minutes to draw • Discussions can vary

  6. Why should you use Sketch to Stretch? • Research shows that interacting with text, making connections and creating your own interpretations of literature enhances comprehension • Engages artistic and kinesthetic learners • Heterogeneous grouping • Versatile!

  7. How does this relate to class? • SCHEMA! • No 2 drawings will be the same • I need help here

  8. So how do you do it? • MODEL Visualization • Read text • Aloud • In groups • Independently • Sketch • Share • Reflect as a whole group

  9. Variations • Characters • Interactions • Meaningful / interesting parts • Connections • Predictions • Details • Descriptive language • Captions • Genres

  10. What about assessment? • It’s not about the art! • Rubrics that allow students to demonstrate their comprehension and relaying it through symbols • Look for themes, crucial story elements, etc.

  11. Now you do it! • Read the text (think at your level!!) • As a group, illustrate the most important part • Share the drawing as well as a rationale for the illustration with the class • Reflect!

  12. Group Questions • Did everyone agree on the most important part? • Why did you choose this part? • How did having to talk about the text help you to recall/internalize details?

  13. Questions?

  14. Sources • http://www.readwritethink.org/lessons/lesson_view.asp?id=229 • http://www.learner.org/libraries/makingmeaning/makingmeaning/support/sketch.pdf • http://www.learner.org/jnorth/tm/InstrucStrat29.html • http://literacy.kent.edu/eureka/strategies/sketch_stretch.pdf • http://wikis.lib.ncsu.edu/index.php/Sketch_to_Stretch • http://www.allamericareads.org/lessonplan/wyw/after/sts.htm • http://www.lessonplanspage.com/LAArtReadingSketchToStretch2up.htm

More Related