Reading Response Three

For the third reading response  I wanted to provide the opportunity for a different output style.  Every student has an individual learning style, and I wanted to use reading response three to utilize the various talents of my students while still pushing them toward a deeper complexity in their reading comprehension.

I wanted students to deconstruct a scene (or event) that they read during the day and interpret it visually.  The translation of text to visual requires a deep level of comprehension, forcing the reader to synthesize multiple levels of information and detail.  From literal to inferential information, students must construct a visual of what they read (and draw their understanding).  This reading response is a difficult challenge that is presented under the novel guise of a drawing exercise.

I was impressed by the different interpretations of what students read (and the assignment itself .  The following images are examples of student created responses:

This student decided to use the reading response as an opportunity to create diagrams for facts that they learned during their reading of non-fiction:

This next student saw a very literal connection between reading response one and reading response three.  They presented their data visually and in a web, categorizing the information inherent within the question:

These final examples are of students who i.lustrated a scene and labeled who and what was happening. It was heartening to see each student interpret the assignment in their own way, making it work for their own learning style.