Concept Muraling
Organizing Knowledge Visually to Improve Comprehension
Stage of Literacy Development:
Stage 2: Consolidation / FluencyStage 3: Literacy for Growth
Ages:
7-12
Grade Range:
2nd 3rd 4th 5th 6thFood Groups:
Primary: Knowledge Building, Reading Comprehension Strategies
Secondary:
Vocabulary
Activity Description
Preparation:
1. Choose a selection of content area text (for example, short non-fiction book or chapter from a science textbook) and identify significant concepts
2. Create or obtain visual images that represent each concept
a. For example, draw images, obtain clip art, or photocopy illustrations
3. Create a concept mural by transferring the visual images in sequential order onto chart paper and leaving space for vocabulary terms by each image
a. This example of a concept mural depicts the life cycle of a salmon
4. Gather drawing and writing supplies
5. Find or make copies of the content area text for each student
Implementation:
Session 1:
1. Introduce students to the text you will be reading and the topic that will be covered
2. Present students with the concept mural
a. Explain that a concept mural is a way to visually represent the key concepts in the text to help you
remember them
3. As you discuss the new topic, point to each picture to illustrate key concepts
a. For any new vocabulary words, define and explain these words and write them on the mural by the
corresponding picture
4. Cover the presented images and ask students to repeat their understanding of each concept
a. Prompt students to recall the various visual images
5. Display and discuss all of the visual images as well as the accompanying vocabulary words
6. Invite students to create their own concept murals
a. Suggest various concepts that students may want to depict
b. Encourage students to draw one or more pictures and generate key vocabulary associated with the
drawings
Session 2:
1. Have students review the concept murals they created
2. Invite students to read the content area text
a. Provide further instruction as usual, for example discussing headings, illustrations, and themes
3. After students have read the text and further instruction has occurred, have students to return to their concept murals and make any necessary revisions
4. Have students share their finalized concept murals with the class
Adaptations For
English Language Learners/ESL:
- Provide students with a copy of the visual images and associated key vocabulary to assist them when completing their concept murals
LD/Reading & Writing Difficulties:
- Provide students with a copy of the visual images and associated key vocabulary to review when they are completing their own concept mural
Cultural Appropriateness & Diversity:
- Choose content area texts that reflect diversity
Differentiated Instruction:
- Allow the number of concepts represented in each student's mural to differ based on his or her abilities or interests
Related References
Source and Evidence:
Farris, P. & Downey, P. (2004). Concept muraling: Dropping visual crumbs along the instructional trail. The Reading Teacher, 58, 376-380.
Activity Objective
The goal of Concept Muraling: Organizing Knowledge Visually to Improve Comprehension is to help students develop a framework for organizing their knowledge of a content area text by providing visuals and key vocabulary words.
What You Need
Prep Time:
20-30 minutes
- Review a content area text selection and select pertinent concepts
- Prepare visual images of key concepts
- Transfer visual images onto chart paper in a concept mural
- Gather drawing and writing supplies
- Find or make copies of the content area text
Task Time:
2, 45-minute sessions
Session 1:
- Teacher introduces content area text and topic
- Teacher presents students with the concept mural and discusses each image and associated vocabulary
- Teacher covers the concept mural and students review each concept
- Students create their own concept mural
Session 2:
- Students read the content area text
- Students revisit their concept murals once text or unit of study is complete
Materials Required:
Teacher:
- Content area text
- Chart paper
- Visual images of key concepts from text
Students:
- Paper
- Drawing and writing supplies
- Copies of the content area text
What You Do
Teacher Role:
Direct instruction:
- while introducing concept murals
Facilitator:
- during class discussion and sharing time
Supporter:
- while students create their own concept mural
Student Grouping:
Whole class:
- during introduction, discussion, and sharing of student-generated concept murals
Individual:
during creation of concept murals
Assessment Ideas:
- Review student-generated concept murals for identification and organization of key concepts and use of appropriate vocabulary
- Record anecdotal observations during student responses to visual images
Quick Tips
Activity Extensions:
- Have students use their concept murals to guide writing assignments or other activities, such as an oral presentation
- Use concept murals to introduce and continuously review a new topic or unit of study
Additional Comments:
- Concept muraling is particularly beneficial for English language learners, students with learning disabilities and struggling readers because the brain recognizes the patterns created by pictures holistically and can recognize meaning faster than when only using text.
