Teaching Language Imagery

Teaching Language ImageryAnn Morrison, Ph.D.Static and Dynamic ImageryConcept Imagery dynamic imagery Like making a movie in ones head

Symbol Imagery static imageryLike visualizing a photograph in ones head

Bell, 200710/13/13Ann Morrison, SEDM 58202Indications of Weak Concept ImageryDifficulty withCritical, logical, abstract thinking and problem solvingWritten and oral language and comprehensionExpressing language orally and in writingFollowing directionsUnderstanding humorInterpreting social situationsCause and effectMental mappingBell, 2007

10/13/13Ann Morrison, SEDM 58203Teaching Concept Imagery10/13/13Ann Morrison, SEDM 58204Sensory LanguageEvoke sensory images when teaching language imagery by asking questions like:What would those pine needles have felt like?What does that make you picture?Would that have tasted sweet or salty?What can you hear when you read about the busy city?How would the donut smell?

10/13/13Ann Morrison, SEDM 58205Error ResponseNote the students responseFind something in the response that was close to accurate and point it outQuestion to help the student analyze their responseQuestion to help the student compare their response to the stimulus

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10/13/13Ann Morrison, SEDM 58206Automaticity in Language ComprehensionPractice and Pacing while teaching V/VLesson energyTask levelsOverlapping of stepsSelf-correction and automaticity

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10/13/13Ann Morrison, SEDM 58207Structure WordsWhatSizeColorNumberShapeWhereMovementMoodBackgroundPerspectiveWhenSound

Bell, 200710/13/13Ann Morrison, SEDM 58208Picture to PictureLesson SummariesPicture to PictureStudent describes given pictureTeacher questions with choice and contrastStudent touches and verbalizes each structure wordTeacher summarizes, saying, Your words made me pictureTeacher looks at pictureTeacher and student compare teacher summary to the picture

Bell, 2007Imagery Practice After Picture DescriptionTeacher and student look again at the picture they have just describedTeacher takes the picture awayStudent describes her imagery, saying, I picturedTeacher questions to direct her imagery: What did you picture for?Teacher may take a turn and tell the student a part she imagined to prompt the students imageryTeacher looks for signs that the student is imagingShe the student has completed describing her imagery, they look at the picture again10/13/13Ann Morrison, SEDM 58209Word to Picture ImageryLesson SummaryTeacher says a word and then shows a picture of the wordStudent studies the picture, and then the teacher turns the picture overStudent verbalizes her imagery recallTeacher questions to extend the students imagery recallStudent and teacher look at the picture as needed to image and recall specific detailsWhen the students verbal description is complete, she checks through the structure wordsTeacher and student summarize their collective imageryTeacher and student look at picture together to be sure they included all of the detailsBell, 200710/13/13Ann Morrison, SEDM 582010Known Noun ImagingLesson SummaryTeacher says a known noun and asks the student to picture itStudent verbalizes her imageryTeacher questions with choice and contrast to develop and extend the students imagery, now using phrase, What are you picturing for?Student checks through the structure words for detailsTeacher summarizes, Your words made me pictureTeacher looks for signs the student is visualizingBell, 200710/13/13Ann Morrison, SEDM 58201111Single Sentence ImageryLesson SummaryTeacher creates a simple sentence using the known noun just visualized and verbalized in the Word Imaging stepTeacher questions with choice and contrast to help the student develop detailed, vivid imagery and verbalization looking for signs the student is imagingStudent checks through the structure words for detailed imagery and reverbalizesTeacher summarizes, Your words made me pictureTeacher notes signs of imageryBell, 200710/13/13Ann Morrison, SEDM 582012Phrase ImageryLesson SummaryTeacher says a phrase using basic concepts such as up the chair, on the table, down your leg, etc.Student pictures the phrase, gestures any action (such as running her hand up the chair), and verbalizes itBell, 200710/13/13Ann Morrison, SEDM 582013Generalizing V/V to Reading and WritingDeveloping Visualizing and Verbalizing skills is a means to improving literacy skills, not an end in itselfIn order to generalize V/V skills to literacy, continue the lessons in Nanci Bells 2007 text and integrate the V/V strategies into age-appropriate books that feature rich language

10/13/13Ann Morrison, SEDM 582014