strategies that work visualising workshop 7 debbie draper, julie fullgrabe & sue eden

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  • Slide 1
  • Strategies that Work Visualising Workshop 7 Debbie Draper, Julie Fullgrabe & Sue Eden
  • Slide 2
  • Visualisation overview Visualisation strategies for fiction and non- fiction texts
  • Slide 3
  • Has visualising been taken into the hands of the media and away from imaginations?
  • Slide 4
  • Were children better visualisers before visual texts became so accessible?
  • Slide 5
  • Mu dictionary
  • Slide 6
  • When we visualise, we are in fact inferring, but with mental images rather than words and thoughts. (Harvey and Goudvis) Quadrant A Analyse
  • Slide 7
  • Visualisation can Help me predict Clarify something in a text help see the characters help see the events, setting Go beyond seeing to smell, taste, hearing, feeling elicit emotional and physical reactions Help me to remember Quadrant A Analyse
  • Slide 8
  • Visualisation is important in our lives, Helpful for athletes, actors, musicians and teachers! Useful for setting goals and achieving tasks Quadrant A Analyse
  • Slide 9
  • Visualising is like. Use the cards to make an analogy about visualising Quadrant D Synthesise
  • Slide 10
  • 10 Visualising Listen to the excerpt and imagine the person in the story Quadrant C Personalise meaning
  • Slide 11
  • Charlie and the Chocolate Factory images 11
  • Slide 12
  • Was it possible to develop your own images after the many versions of this character? And how important is it that students learn that it is OK to have their own versions of a character or setting? Quadrant C Personalise meaning
  • Slide 13
  • Fiction/Nonfiction can be used for visualising Think alouds Illustrating with drawing Illustrating with text description Focusing on all senses Using imagery Character descriptions Understanding that visualising is an individual organise Double entry diary quadrant B-organise
  • Slide 14
  • A summary of the main uses for visualising, available on website
  • Slide 15
  • Full of ideas quadrant B-organise website Great starting point Comprehension shouldnt be silent Michelle J Kelley Nicki Clausen-Grace
  • Slide 16
  • Draw a picture of your favourite part of the story.. Discuss whether this is a good way to monitor visualisations of readers What if drawing is challenging for learners?
  • Slide 17
  • RIDER R ead read a sentence, paragraph, paragraphs I magine imagine the picture/draw the picture D escribe describe what your picture looks like E valuate evaluate/check your picture matches the story R ead on continue reading
  • Slide 18
  • Try this activity with an excerpt from Charlottes Web E.B White
  • Slide 19
  • Sketch to stretch A technique that can be used while reading aloud or used when a text has no visual images. Take some words that have helped describe the sketch to fully explain the visualisation
  • Slide 20
  • Slide 21
  • Slide 22
  • Sketch to Stretch Sketch Stretch Sketch:Stretch Sketch:Stretch Sketch:Stretch While you are reading, or just after you finish, sketch what you are visualising, then, in the stretch boxes, add to the sketches in words. You might choose to add emotions, feelings, descriptions or other information that adds to your sketch. Kerry Gehling from AUSSIE Interactive
  • Slide 23
  • Remembering a past experience using all senses on a concept map is a way of demonstrating visualising or using a piece of text Creating mental images that go beyond visualising
  • Slide 24
  • Slide 25
  • Visualising all aspects of a character
  • Slide 26
  • Before, during and after reading visualisations
  • Slide 27
  • Double-entry diary What I visualisedHow does this visualisation help me understand the text better?
  • Slide 28
  • Use poetry to encourage visualisation of imagery The fog comes on little cat feet. It sits looking over harbour and city on silent haunches and then moves on. From the Fog by Carl Sandburg
  • Slide 29
  • What kind of little cat feet did you visualise?
  • Slide 30
  • The fog comes on little cat feet The fog is compared to a cat Skulking and silent but a presence all the same