- Introduce Structure Words
- Show the picture to the whole class w/o looking at it yourself
- Randomly choose student to describe picture
- As students are describing have the class hold up thumbs up or thumbs down. If thumbs down they must explain why
- Pass out Structure Word cards, "If you have the size structure word, hold it and tell us about that part of the picture"
- Teacher gives what they visualized using the students words "Your words made me picture..."
- Students give thumbs up/thumbs down
- Look at the picture with the students and compare your verbalization to the given picture
"The Visualizing and Verbalizing® (V/V®) program develops concept imagery—the ability to create an imagined or imaged gestalt (an organized whole that is perceived as more then just a sum of its thoughts) from language—as a basis for comprehension and higher order thinking. The development of concept imagery improves reading and listening comprehension, memory, oral vocabulary, critical thinking, and writing"
Visualizing and Verbalizing
Step 3: Word Imaging
Step 4: Single Sentence
Step 2: Picture to Picture
Step 1: Setting the Climate
Step 5: Sentence by Sentence Thinking
House
“We will picture words in our minds.”
“We can picture a house and we can say house.”
“Words turn into pictures and pictures turn into words.”
“This will help us remember what we read and hear.”
- Teacher or Student reads the sentence.
- Student places a colored square for her sentence-imagery, and then visualizes and verbalizes each sentence.
- Teacher questions with choice and contrast, keeping in mind the importance of questioning to the imaged gestalt.
- Student checks through the structure words to develop detailed imagery for the first sentence only.
- Teacher reads each of the following sentences and helps the student form a gestalt with her imagery.
Structure Words
Now You Try!
Step 6: Sentence by Sentence with HOTS
Step 10: Page Imaging with HOTS
Step 9: Paragraph by Paragraph Imaging with HOTS
Step 7: Multiple Sentence Imaging with HOTS
Step 8: Whole Paragraph Imaging with HOTS
- Students visualizes a whole page of connected text.
- Students gives a sequential page summary.
- Teacher asks specific imagery questions from the page of content just described in the page summary.
- Teacher asks factual and HOTS questions based on the student’s imagery.
- ask questions that help students visualize for comprehension
Note: Question for imagery to be certain the student is imaging and not paraphrasing.
- Student visualizes and verbalizes two or three sentences at a time, placing one colored square for each chunk of imagery.
- Student does not check through the structure words.
- Teacher questions for relevant details and also to the gestalt.
- Student gives a picture summary.
- Student gives a word summary.
- Teacher asks HOTS questions based on the student's imagery. “From all your images…?”
- Students visualize and verbalize one paragraph at a time
- Student gives a word summary after each sentence, placing a colored square to anchor the sentence imagery
- Student touches each colored square and gives a quick picture summary to anchor the sentence
- Student gives a word summary and picture summary
- Teacher asks factual and higher order thinking questions based on the students imagery
- Students visualize and verbalize multiple paragraphs at a time
- Student gives a word summary after each paragraph, placing a colored square to anchor the paragraph imagery
- Student touches each colored square and gives a quick picture summary to anchor the paragraph to parts
- Student gives a page summary
- Teacher asks factual and higher order thinking questions based on the students imagery