Ashley Saunders Meghan Nolan

Lit 501 – Summer 09

It allows students to• Monitor their own thinking• Engage prior knowledge• Make connections• Be actively involved with

texts• Share their ideas with

classmates

• Students of all ages!• Best with upper

elementary

• Before the reading– Make predictions

• During the reading– Visualize as a listening skill

• After the reading– As a summary tool

• Not more than 3 – 5 minutes to draw

• Discussions can vary

• 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!

• SCHEMA!– No 2 drawings will be the

same

• I need help here

• MODEL Visualization• Read text

– Aloud– In groups– Independently

• Sketch• Share • Reflect as a whole group

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

• 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.

• 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!

- 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?

• 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