Intro to V/V -

Intro to
Visualizing and
Summer 2012
Do Now
What do good readers do?
Understanding and
implementing specific
strategies to explicitly
develop the imagerylanguage connection is a
crucial piece to meeting
our learners needs.
 Understand the theory
and background of the
Visualizing and
Verbalizing program.
 Develop a foundation
for beginning to
utilize/try out V/V in
the classroom, across
content areas.
 Practice/role play steps
Dual Coding Theory (Paivio)
Verbal Code
Non-Verbal Code
Specialized for Language
Specialized for knowledge of the
world in the form of mental images
Symbol Imagery
Concept Imagery
The foundation of comprehension lies in
developing the files for these 2 memory
“Any progress in comprehension will not occur as a result of
worksheets that address various components of
comprehension. Rather, it is the process of comprehension
that we must address.” (Tattum, pg. 210).
Quick Discussion
Share with a partner the difference
between Verbal coding and
Nonverbal coding.
What comprehension strategies have
you found useful with students?
V/V - 10 Steps
1. The Climate
2. Picture to Picture
3. Word Imaging
4. Single Sentence Imaging
5. Sentence by Sentence Imaging
6. Sentence by Sentence Imagining with Higher Order Thinking
7. Multiple Sentence Imaging with Higher Order Thinking
8. Whole Paragraph Imagining with Higher Order Thinking
9. Paragraph by Paragraph Imaging with Higher Order Thinking
10. Page Imaging with Higher Order Thinking
Step 1: The Climate
Briefly explain to student what and why.
Teacher draws a head with a thought bubble, and then
draws the house in the thought bubble as she explains.
“We will picture words in our minds.”
“Words turn into pictures and pictures turn into
“This will help us remember what we read and hear.”
Practice with a Partner
Choose one person to be teacher, other(s) to be students.
Switch roles.
Step 2: Picture to Picture
To develop the student’s ability to verbalize (not
visualize yet) from a given picture, and to increase the
length and complexity of the student’s expressive
The teacher doesn’t look at the picture as the student
describes it; the verbalization has a goal of creating
the picture in the teacher’s mind.
Picture Description -(Group)
Teacher shows picture to all students, but doesn’t look at it
Choose students to describe picture. (to keep all students
engaged, have them do a thumbs-up/thumbs-down after
each description).
Have students take turns checking through each structure
word, or pass the structure words out.
Teacher gives summary “Your words made me picture…”
Look at picture together and compare the verbalization to
the given picture.
Imagery Practice After
Picture Description
Teacher and student look again at the the picture they
have just described.
Teacher takes the picture away.
Student describes her imagery, saying “I pictured…”
Teacher questions to direct her imagery: “What did
you picture for…?”
When student has completed describing her imagery,
they look at the picture again.
Structure Words
1. what
7. movement
2. size
8. mood
3. color
9. background
4. number
10. perspective
5. shape
11. when
6. where
12. sound
Practice with a Partner
Choose one person to be teacher, other(s) to be students.
Switch roles.
What pictures that you might
utilize in your classroom could
be used for Picture to Picture.
Language to Drive the
Sensory Bus
V/V instruction uses language to directly and explicitly stimulate
the sensory input of imagery.
Driving the Sensory Bus is using language to bring imagery to
consciousness for your student.
“What are you picturing
“What are you thinking
“What do you picture will
happen if…?”
“What do you think will
happen if…?”
“What do you picture for the
word recital?”
“What is the meaning of the
word recital?”
Step 3: Word Imaging
The goal is to develop the student’s ability to visualize and
verbalize the smallest unit of language – a word. Laying
the foundation for more language: a phrase, a sentence,
or a paragraph.
The student creates a mental representation for a word
(visualizes) and then describes her imagery to the teacher
Known Noun Imaging
Teacher says a known noun and asks the student to
picture it.
Student verbalizes her imagery.
Teacher questions using the phrase, “What are you
picturing for…”
Student checks through the structure words for details.
Teacher summarizes, “Your words made me picture…”
(For group instruction: Set the task as: All students will help
create one composite image, not separate images.)
Think, Pair, Share
Think about, how might this look in your classroom?
What possible challenges do you forsee?
Write down 2 things/ideas you’re walking away with

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