Reader’s Workshop Mini-Lesson Template
Comprehension Strategy (Unit of Study): Mental Images
Mini-Lesson Topic: Mental Images can change
*Note: before this lesson, pre-read the book and choose about 3 stopping points ahead
of time. Choose places where scenery or main characters change.
Yesterday we learned about…
Today, I’m going to teach you about/how to…
many times when a reader reads a book they change the
mental images in their head because the words give them
more details as they read.
Teach Today, I’m going to show you…
Mentor Text: how to pay attention to the changing mental images
“Greyling” by Jane Yolen Using…
the book “Greyling” by Jane Yolen.
Anchor chart: Read the first few pages of the book without showing the
My changing mental images students the pictures. Then stop to draw what your mental
image looks like. Talk as you draw and describe what you
see in your mind. Refer back to the book for evidence in
Continue reading until the scenery or characters change,
and then stop to draw in the 2nd box. Be explicit about how
you’ve had to change the picture in your mind because the
words in the story changed. For instance,
Oh, now I have to change the movie in my mind. I was
picturing a tiny baby seal, all grey and slippery, wrapped up
in his coat. But now that the father brought him home, I
can tell he’s no longer a seal. He’s a boy! So right then I
had to change the movie in my mind. I’m thinking he’s a
little baby with curly dark hair. I think he’s giggling and
happy, not a sad, crying baby.
Draw what you see.
Active Engagement Now it’s your turn to try…
(Turn and talk to partner, to see how your mental images change. I’m going to read
share with group) several more pages. Pay close attention to the words. If
the movie in your mind changes, hold up your thumb quietly
so I can see.
Read until you see students holding up thumbs or until you
think they should be changing their movie. Ask students to
turn and talk to a partner about how their movie changed.
Then have the group discuss what the movie might look like
and draw it on the anchor chart. Explain that you won’t be
able to draw it JUST like the movie in their head, and
anyway everyone probably has a slightly different movie,
but you’ll do the best you can.
Read to the end of the book, then again have the students
turn and talk about their mental images and how it
changed. Draw in the final box.
Link Today, I taught you how …
When readers read they often find that the movie in their
mind changes as they read more words
When you go off to read today and every time you
read, you’re going to…
pay close attention to the movie in your head. Watch to see
if it changes.
Independent reading Students to conference with:
time Possible future teaching points:
Sharing (individual, partner, Students to share:
Focus: Did anyone make mental images in their mind as
they read? Did anyone have to change those mental images
as they went?