Transcript Document

Literacy Liaison Session 2007
7/21/2015
Literacy Liaison Visualization
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Sense & Remember…
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As you explore the sea shell, what
mental images come to mind?
Where are you?
What senses do you associate with
the memory: smell, taste, touch,
see, feel?
What emotions do you relive?
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Visualization
“When sensory images form in a student’s
mind as s/he reads, it is an ongoing creative
act.
Pictures, smells, tastes, and feelings burst
forth and the mind organizes them to help
the story make sense.
It is this ongoing creation of sensory images
that keeps students hooked on reading.”
(adapted from Zimmerman, Hutchins)
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Defined….
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Visualizing shows students how to
create mental images of what they
are reading.
 National
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Geographic
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Defined…
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During the reading, the reader is
able to create images pertaining to
the text in his or her head
 Active
Readers Assessment
Resource for Young Adolescents
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Defined…
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Allows readers to create mental images from
words in the text
Enhances meaning with mental imagery
Links past experience to the words and ideas in
the story
Enables readers to place themselves in the story
Strengthens a reader’s relationship to the text
Stimulates imaginative thinking
Heightens engagement with text
Brings joy to reading
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Stephanie Harvey & Anne Goudvis, Strategies
That Work
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Without visualization…
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If kids fail to create sensory
images, they suffer a type of
“sensory deprivation.”
“It’s like walking into a theater
and sitting in a seat. But
nothing comes up on the
screen.”
(Zimmerman, Hutchins)
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Listen and Respond…
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What images come to mind as you
listen to this Moussorgsky piece?
Sketch a picture.
Use word pictures to describe the
smells, sounds, sights, tastes,
feelings.
Describe what actions you see to the
group. (If you are brave!)
Dramatize the actions.
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Proficient Readers. . .
 Spontaneously and purposefully
create mental images while and
after they read.
 Allow the images and emotions to
emerge from all five senses. These
are anchored in a reader’s prior
knowledge.
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Proficient Readers.. .
 Use images to draw conclusions
 Create distinct and unique
interpretation of the text
 Recall details significant to the text
 Adapt their images as they
continue to read by incorporating
new information and new
interpretations (synthesizing)
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Proficient Readers. . .
Understand and articulate how
creating images enhances
their comprehension.
Adapt their images in
response to the shared images
of other readers.
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Technique #1
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Fill in the Gaps
So many of our students DO NOT
have an adequate sensory
background of experience. They
have not been exposed to many
varieties of smells, tastes, or
touching, nor do they own
accompanying words to describe
them.
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What Can We Do?
1. Have students name words that
describe the five senses.
2. Bring in fragrances, textures,
colors, tastes, sounds.
3. Have students identify the
samples.
4. Discuss the qualities of each
object.
5. Provide the vocabulary.
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Teaching a Sense:Touch
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Place these objects in different paper
bags. Have students identify objects by
feel only.
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Examples: silk, pinecone, fur, sandpaper,
rubber ball, cooked noodles,
screwdriver
Have students place objects in order, for
instance, from smoothest to roughest.
Provide words for the adjectives of
touch: smooth, squishy, slimy, metallic,
scratchy, bumpy
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For students who struggle with
Visualization….
1. Present students with different objects.
2. Ask students to look at the object
carefully and feel its texture. Smell it.
Listen to it. (Some objects may have a
sound.)
3. Put the object away. Have students close
their eyes and see the details in their
minds.
4. Have students draw a picture of the
object or describe it in writing.
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Technique #2
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You Try It!
“The barn was very large. It was very
old. It smelled of hay… It smelled of the
perspiration of tired horses and the
wonderful sweet breath of patient
cows… It smelled of grain and of
harness dressing... It was full of all sorts
of things you find in barns: ladders,
grindstones, pitch forks... lawn mowers,
snow shovels, ax handles, milk pails,
water buckets, empty grain sacks, and
nasty rat traps...” E.B. White
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Model Your Thoughts,
Then Ask…
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What words in the text helped you form
that picture?
How did your background knowledge
add to the details of this mental picture?
How have the sensory images changed
as you read the story?
Does creating images help you
remember the story?
Can you explain to the group how seeing
the facts in your mind helps you decide
what information is the most important to
remember?
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Organize Responses
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Senses
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Hear
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Make a sensory wheel. Divide a circle
into six wedges and then complete it with
the following:
I hear, I feel, I taste, I smell, I touch...
(Emotionally, I feel)
Give strips of paper with symbols of the
senses. Students read with partner to
find sections of text where they could
visualize using one of the senses.
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Details Will Start Sketchy
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Press students for greater
elaboration.
If they see a car:
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What color is the car?
What type is it?
How many doors does it have?
Does the top roll down?
What sound is the horn?
What do the seats smell like?
What coverings do the seats have?
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Technique #3
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To Increase Vocabulary
Knowledge
Ask students to think of a way they could
remember the meaning:
principal- “the principal is your ‘pal’”
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Ask students to make a graphic
representation that would connect with
their lives personally and facilitate
memory of the word.
Ask students to “act out” the word’s
meaning.
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To “Sense” Math Word
Problems
Make a visual representation of the problem.
Scott, a student at NSCC needs to walk
from his dorm room in Davis Hall to his
math class in Forester Hall. Normally, he
walks 300 meters east and 400 meters
north along the sidewalks, but today he
is running late. He decides to take a
shortcut through the courtyard. How
many meters long is Scott’s shortcut?
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To Increase Science KnowledgeMake Models
Pictures, diagrams, computer
images, other representation of
complex objects or processes help
students understand things they
can’t observe directly.
For example: Make a model of an
atom, DNA, a cell’s structure, the
solar system.
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To Make History Come Alive
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Helps students engage with their
Social Studies text through
connecting with figures and events
in history
Visualizing the day to day and
significant events in the lives of
historical figures helps students
monitor their comprehension and
remain engaged with the material
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Graphic Organizers
Fish Bone
Character Sketch
Labeled
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Cause and Effect
Compare and Contrast
Venn
G.O
Flow Chart
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Technique #4
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Poems are Sensory Treasure Chests
The Woman’s 400 Meters
(L. Morrison)
Skittish,
they flex knees, drum heels and
shiver at the starting line
waiting the gun
to pour them over the stretch
like a breaking wave.
Bang! They’re off
careening down the lanes,
each chased by her own bright tiger.
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