This strategy helps students create mental images of what they’ve read to strengthen comprehension of text.I teach visualizing as a reading strategy for fictional texts, but have seen how beneficial it is to apply this strategy to content area texts.Visualizing helps students take difficult and/or abstract concepts and create a visual representation of it.Students can then use their visual representation to review for a test, to summarize and retell a text, and show understanding in a language-reduced way.
Courses in which it could be implemented:
I have used this strategy the most in science and social studies, even though it can be used in math for the same reasons.In science, I have had students create visuals for processes like chemical and physical changes, and photosynthesis.For science, students have created short “graphic novels” for events in history as an alternative assessment.
Diverse learners:
This strategy is great for struggling writers, ELLs, visual learners, or for students who have limited vocabulary for a certain topic. Visualizing works well for these students because they can demonstrate their understanding of a text by creating a visual representation of a text instead of relying on their writing skills or vocabulary.Visual students may be able to express themselves through a visual better than they could through words.
Procedure:
1. Teacher could introduce visualizing by providing examples of easily recognizable advertising logos. Students can then discuss how the logo expresses the values of a business. Also, the teacher may choose to instead show charts, tables, or graphics from textbooks, magazines or newspapers to show how others have graphically represented information. 2. The teacher can then read a selection of text related to the material students are expected to learn. 3. Together the class can brainstorm ways to represent the text visually as a symbol, logo, or memorable icon. 4. Students are given text to read independently or with a small group/partner.They create their own visual representation of the text. 5. Students share their visual with the class and provide a rationale for the visual they chose to represent the text.
Potential Issues:
Problem:
Possible Solutions:
Students are not confident artists
·Students could use clip art from the internet or Microsoft Word. Students may also cut things out of magazines or other print materials. ·Students may be introduced to such features of Microsoft Word 2007 as SmartArt or Charts to create their visual.
Students did not know where to start
·Teacher can begin by modeling this strategy, and students can at first copy. Teacher may then scaffold instruction until students are confident creating their own visual. ·Students may choose to work in groups or partners for more difficult concepts.
References
Dennis-Shaw, S. (n.d.). Guided Comprehension: Visualizing Using the Sketch-to-Stretch Strategy. Retrieved April 20, 2009, from readwritethink.org: http://www.readwritethink.org/lessons/lesson_view.asp?id=229 Johns, J. L., & Lenski, S. D. (1997). Improving Reading: A Handbook of Strategies (2nd Edition ed.). Dubuque: Kendall/Hunt Publishing. Stephens, E. C., & Brown, J. E. (2005). A Handbook of Content Literacy Strategies. Norwood: Christopher-Gordon Publishers. Witherll, N. L., & McMackin, M. C. (2002). Graphic Organizers and Activites for Differentiated Instruction in Reading. New York: Scholastic.
Rationale:
This strategy helps students create mental images of what they’ve read to strengthen comprehension of text. I teach visualizing as a reading strategy for fictional texts, but have seen how beneficial it is to apply this strategy to content area texts. Visualizing helps students take difficult and/or abstract concepts and create a visual representation of it. Students can then use their visual representation to review for a test, to summarize and retell a text, and show understanding in a language-reduced way.Courses in which it could be implemented:
I have used this strategy the most in science and social studies, even though it can be used in math for the same reasons. In science, I have had students create visuals for processes like chemical and physical changes, and photosynthesis. For science, students have created short “graphic novels” for events in history as an alternative assessment.Diverse learners:
This strategy is great for struggling writers, ELLs, visual learners, or for students who have limited vocabulary for a certain topic. Visualizing works well for these students because they can demonstrate their understanding of a text by creating a visual representation of a text instead of relying on their writing skills or vocabulary. Visual students may be able to express themselves through a visual better than they could through words.Procedure:
1. Teacher could introduce visualizing by providing examples of easily recognizable advertising logos. Students can then discuss how the logo expresses the values of a business. Also, the teacher may choose to instead show charts, tables, or graphics from textbooks, magazines or newspapers to show how others have graphically represented information.2. The teacher can then read a selection of text related to the material students are expected to learn.
3. Together the class can brainstorm ways to represent the text visually as a symbol, logo, or memorable icon.
4. Students are given text to read independently or with a small group/partner. They create their own visual representation of the text.
5. Students share their visual with the class and provide a rationale for the visual they chose to represent the text.
Potential Issues:
· Students may be introduced to such features of Microsoft Word 2007 as SmartArt or Charts to create their visual.
· Students may choose to work in groups or partners for more difficult concepts.
References
Dennis-Shaw, S. (n.d.). Guided Comprehension: Visualizing Using the Sketch-to-Stretch Strategy. Retrieved April 20, 2009, from readwritethink.org: http://www.readwritethink.org/lessons/lesson_view.asp?id=229Johns, J. L., & Lenski, S. D. (1997). Improving Reading: A Handbook of Strategies (2nd Edition ed.). Dubuque: Kendall/Hunt Publishing.
Stephens, E. C., & Brown, J. E. (2005). A Handbook of Content Literacy Strategies. Norwood: Christopher-Gordon Publishers.
Witherll, N. L., & McMackin, M. C. (2002). Graphic Organizers and Activites for Differentiated Instruction in Reading. New York: Scholastic.