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Transcript
  • 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.”

Hose

  • 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

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