Spanish Language Arts.3.6.D

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The student is expected to

create mental images to deepen understanding;

Artes del lenguaje y lectura en español.3.6.D

Se espera que el estudiante

cree imágenes mentales para profundizar la comprensión;

sla comprehension teks talk image

Knowledge and Skills Statement

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

Siguiendo la lectura sostenida, pídales a los estudiantes que hagan un dibujo en el que describan un evento o detalle que leyeron en el texto. Luego, durante conversaciones de uno a uno con ellos, pídales que compartan sus dibujos. Plantee preguntas que apoyen la comprensión, como ¿Qué palabras del texto te llevaron a crear esta imagen mental?


Further Explanation

Este ejemplo de evaluación requiere que los estudiantes creen imágenes en su mente acerca de lo que van leyendo y que luego dibujen lo que vieron. Los estudiantes deben usar detalles relacionados con los sentidos (por ej., cómo parece sonar algo, como se siente, a qué sabe, cómo se ve o a qué huele) para visualizar lo que se describe en el texto. Ser capaz de crear imágenes mentales precisas es un excelente indicador de que los estudiantes entienden lo que están leyendo. La observación de los dibujos le ayudará al maestro a determinar el nivel de dominio que cada estudiante ha alcanzado.

When students create mental images, they picture in their minds what they are hearing or reading in a text. Being able to produce accurate mental images is a strong indicator that students comprehend what they are reading. Students create mental images by using the details related to the senses (i.e., what something sounds, feels, tastes, looks, and/or smells like) to visualize what is being described.

Research

1. Droop, M., Elsäcker, W. V., Voeten, M. J., & Verhoeven, L. (2015). Long-Term Effects of Strategic Reading Instruction in the Intermediate Elementary Grades. Journal of Research on Educational Effectiveness, 9(1), 77–102. doi:10.1080/19345747.2015.1065528

Summary: The findings of this research suggest that third and fourth grade students should first attain and enhance their knowledge of reading strategies through teacher modeling. Then, they should learn how reading strategies are used and verbalized. After these steps, students can learn to apply this knowledge when reading. The more often a student uses the strategies, the more internalized the strategies become.

2. Barbe-Clevett, T., Hanley, N., & Sullivan, P. (2002). Improving reading comprehension through metacognitive reflection. (Master theses,Saint Xavier University).
Retrieved from https://eric.ed.gov/?id=ED471067

Summary: This research reports on a plan for increasing 6th grade students' reflection and comprehension skills. The reflective process was developed through four interrelated activities taught in a specific sequence. Post-intervention data shows an increased in reading skills along with an increased emotional involvement in reading.