Date: Wed, 05 Dec 2001 20:47:08 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: Re: [mosaic] FrontLine Teaching Nov. 17/01 Published by Readinglady.com

I am just rereading my e-mails that I had been saving to respond to
later....
If you remember the Round Robin selection, I was wondering if anyone
could explain some of the alternatives to round robin teaching such as
shared reading, three ring circus, or novel teaming mentioned below. I
think the other strategies such as echoing and choral reading are great,
but I am having trouble imagining this for a chapter book. What ideas
are out there for that since I believe the 4-Block book is geared to
primary. My question to you all would be how would this work for a
chapter book. If you echo read that it would take a year and a day. And
if a novel team is like a lit. circle and they each read togeher isn't
it still putting them on the spot reading in front of others? All
suggestions welcomed. Also, I read the part where the research supports
that reading silently is faster. I let me students read some chapters
silently and some with a parter, but I do like to hear them read aloud
sometimes. Then I think...OK what if I do this is a conference? Then it
is back to TIME - how many individual conferences do you all get in a
week if you are conferencing at all (I am not but wish I was.) BABBLE,
BABBLE :) THANKS!Shelly

++++++++++++++++++++++++++++++++

From: Readinglady1@aol.com
Date: Thu, 6 Dec 2001 06:59:05 EST
Subject: Re: [mosaic] FrontLine Teaching Nov. 17/01 Published by Readinglady.com

> My question to you all would be how would this work for a
> chapter book.

I run literature circles in my class in both first and second grade. The
format involves four children in 5 different groups. I have 20 kids this
year. The choice of how they read is up to the kids. The options are, read
together, take turns, or read silently then discuss the page. They always go
for either reading together or taking turns. They don't seem to want to read
silently with the circle. I am not conferencing during this time. I either
spend the circle time with one group, generally kids that are having trouble
with the reading, or I wander from circle to circle eavesdropping on the
conversations.

Three ring circus involves one group with the teacher, one group reading in
pairs and one group reading independently. I am not conferencing during this
time either. I am with the one small group that is having trouble, or a
group that I have pulled to work with on some aspect of their reading.

I listen to my children reading during the Self Selected (Reading Workshop)
block. This is the time when they are reading books on their level. I
conference with at least 4 kids per day. Some days I get to 5 depending on
what they are needing. They read to me at this point orally.

Research shows that reading orally slows the children down because they are
focusing on word by word reading. The eye is generally ahead of where you
are reading when you read. Forcing them to track print when someone else is
reading also slows kids down. When someone else is reading in a small group
I let the kids put their finger in the book and close it. They then are
listening. This is not to say that I don't ever have kids tracking print. I
do have some readers that are not looking at words when they read orally. I
do tell them that until they get a bit more fluent I'd like them to use their
finger. This generally is in first grade when we are going for one to one
correspondence.

Laura
readinglady.com

+++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Sensory Imagery(long)
Date: Tue, 4 Dec 2001 21:42:04 -0600

It's me again! Come on you guys----- I KNOW I am not on my own doing this
stuff! Won't some of you write up YOUR lessons?????? We could learn so
much from each other if more people share!!!

Yesterday I started my strategy study on Sensory Imagery. Last year was the
first year I tried this strategy. I decided to break it down by each of the
five senses plus emotions. So this week we are studying visualization.
Those of you who know me, know that I have beef about JUST explicitly
teaching visualization instead of all the senses. I think what we see in
our minds as we read, what we hear, what we smell, what we taste, what we
could touch, and what feelings we have are ALL elements of this strategy.

I had been using every chance possible in my read aloud novel for the past
two weeks to model myself using sensory imagery. Stopping to describe how a
scene looks in my mind, noticing the smell of something, how something might
taste, etc. Without actually saying why I was doing it. I find that this
is one way I can begin integrating all the strategies MYSELF for them to
see. I really over do it on a particular strategy when I know I am going to
be focusing on that strategy in an upcoming study.

So yesterday I used the book, Where the River Begins, by Thomas Locker
(straight out of Mosaic). I had my kids bring a clipboard, a blank piece of
paper, and a pencil to our "living room". I put construction paper over the
cover so they couldn't see it. I told them that good readers make pictures
in their minds as they are reading. Like making a movie. That they don't
just read word by word and keep going until they finish the book. That they
stop and ponder what they see in their mind OFTEN. Especially if there are
no pictures in the text. It's like savoring a delicious morsel. Making it
last as long as it can before you move on. I told them I was going to read
one page of the story and then stop. When I stopped I wanted them to do a
quick draw of the picture that was in their mind. About the size of their
fist. Nothing fancy. No talking. I did this for each page, stopping for
them to draw. I told them to look up at me when they were finished. Some
kids could have taken more time but when most were ready I went on to the
next page, etc. I only got through half of the book on Monday.

Today I had them bring the paper from yesterday and join me in the living
room again. I had them look over their "illustrations" to refresh their
memories. I reread the last page we had done together. My assistant and
one of our students had been absent on Monday so I had the kids retell what
we knew of the story so far. Then we continued. I made sure I used a lot
of drama and voice effects when I was reading. I am finding that if I
REALLY SLOW down my reading rate for this teaching the kids seem to engage
more. This story is about two kids who wonder where the river by their
house begins and their grandfather takes them on a journey to get to the
beginning. The illustrations in the book are beautiful and lend themselves
to the majesty of the scenery. So when you read it you can really entice
the kids.

When I finished the last page I paired them up and sent them to quiet places
around the room. I told them that WITHOUT TALKING they were to switch
clipboards with their partner and JUST LOOK at the illustrations their
partner drew. I wanted them to look around on the page and pay attention to
when the SCHEMA for the story was activated!! (that just popped out of my
mouth today and I was so impressed with myself! I am remembering to bring
up the other strategies I have taught! YES!!) I gave them an example: "If
as you are viewing your partners illustrations you see that your partner
drew a tent with lightening and it's raining with dark clouds, your schema
for the story should be "popping off" because you know that page yourself.
That illustration would make sense to you. So off they went and boy were
they quiet!

After about 5 minutes or so I had them take back their own paper/clipboards.
I told them to start with their first drawing and each describe their
thinking behind the drawing. Then move on to their second drawing, both
sharing their pictures in their minds with each other. And so on. Now some
of my kids had no order on their page, which is fine. I did notice some of
my kids drawing frames in a row and then placing their illustrations in the
frames as we stopped after each page. That gave me a great idea to do that
with another story and give them a graphic organizer already sectioned off
in order. I actually didn't mind how or where they made their drawings on
their paper but if they were in an order that might have made the follow up
activity easier. No one seemed to be bothered though.

I then called them back to the living room and I read them the story again
showing the pictures to them this time. Every once in a while I would ask
if the illustrators picture matched the picture in their mind or was their
picture different? It was a varied response. We talked about how sometimes
picture books don't give us as much of an opportunity to create our own
pictures in our minds but that we can still have a different picture if it
fits for us as the reader. How chapter books without pictures REALLY lend
themselves to making pictures in the mind, etc. As I showed the pictures
there would be little gasps of recognition or agreement noises. Almost like
a validating of their pictures. Some kids really pictured something
different. It was very interesting!

We then discussed the entire process. Some felt frustrated to not be able to
see what the illustrator had drawn first. Others enjoyed the chance to make
their own pictures. Some weren't sure what to draw at the stopping points.
Others wanted to add more details to their drawings after seeing the text
versions. I told them that good readers make pictures in their mind because
it helps make the story/text more meaningful and real and that they
understand the story better when they can see it in their mind.

I sent them off to independent reading time with the purpose of paying
attention to the pictures they are making in their minds. I told them that
after a few more days of us working on this together, they would be marking
post its with their mental images from their own self selected texts.

I am having a sub tomorrow and have left the text, Smokey Night, by Eve
Bunting. The illustrator in that book used particular mediums for the
backgrounds which directly correlate with the story. She will have them
just close their eyes and visualize after each page. Then do a pair share
with a partner about their mental pictures. Then she will reread the story
showing the text and discussing each medium (one page talks about the
looting of a dry cleaners and the background is actual plastic covering the
clothes on hangers) and why the illustrator might have decided to use that
medium. Comparing their pictures to the text pictures. Always discussing
how making pictures in our mind as we read help us to better understand the
story. (Can't leave that out!!!!)

I'll let you all know what we do on Thursday and Friday.

Ginger
grade 3

+++++++++++++++++++++++++++++++++++++++++++++++++

From: "b" <bjulian@xtra.co.nz>
Subject: Re: [mosaic] Sensory Imagery(long)
Date: Wed, 5 Dec 2001 18:05:10 +1300

When doing the activity you described I reread a particularly descriptive
part of the section they are illustrating, several times as they draw. This
helps develop their ideas and take on more of what the author is saying. As
a follow up activity the kids write a sentence/paragraph about their
drawings. They can alter the story line if they wish. Great for reluctant
writers as it provides scaffolding for them but allows room for innovation.
Barbara

+++++++++++++++++++++++++++++++++++++++

From: Readinglady1@aol.com
Date: Wed, 5 Dec 2001 07:17:39 EST
Subject: Re: [mosaic] Connections

I used a new association today when working on connections. I have been
working with the kids for 2 years now and want the connections in 2nd grade
to be much deeper than the connections in 1st grade were. I want them to
move to the next level and while some have, others haven't. Without
discouraging the connections I wanted to model how they need to do more than
say - I have a friend named Paul and the boy's name was Paul, or I have a
cat and there is a cat in the story, etc. While reading aloud Harry Potter
today we were at the point where he was in the zoo. I stopped and said. I
am making a connection to this. Remember when we went to the zoo last year?
Well my connection is not just that we went to the zoo and Harry is at the
zoo. My connection is that I can close my eyes and remember what the reptile
house looks like. I can see the dimly lit room with cages along the wall.
The cages are glass tanks and I can see the lizards and crocodiles and snakes
in them. I remember what it smelled like. Then I read on and sure enough
their was a description that matched my connection. I told them that
connections are made to help them understand the story. I asked them if they
saw the difference between just saying you went to the zoo and taking it a
step further and describing what it was like. I then said it was like going
in a pool. If you just make the connection you are floating on the top of
the pool. When you use the connection like I did you go beneath the surface,
like diving to the bottom. That's where the treasures are. When you dive to
the bottom you search for hidden treasures. They were very excited and one
young lady in her independent reading time wrote the following connection -

The Lady Who Danced on the Moon was the book she was reading. She wrote -

What it Was About

It was about a lady who goes to the moon with animals using her imagination.

What it Made Me Think Of..

It made me think of the moon because it is bright and sometimes I imagine I
am dancing on the moon. Weylin, Tiffany and I are singing and dancing there
and we are making a music video.

Not too bad for a 7 year old! Much better than the typical, I made a
connection between the moon and that I like the moon, or I see the moon.

Laura
readinglady.com
++++++++++++++++++++++++++++++++++++++++++++

Date: Wed, 05 Dec 2001 16:43:48 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: [mosaic] Genre Lesson

I put this lesson on the web site for Schema - Genre. I just read Mosaic
over the summer and had a student teacher and then went on maternity
leave. So I haven't done a whole lot yet. In fact until I looked at the
database list I didn't even know that I was doing a Mosaic strategy -
Building a schema for genre. I just knew that this year I wanted to be
better about teaching literary elements rather than facts about the
different books. My goal is to teach Elements of Fiction through
several novels. Each novel this year will focus on a different element.
With the Great Brain, I taught
Characterization. I resourced a book I have called
Teaching Literary ELements. We focused on character
traits and how the characters are developed (1. by what the character
says and does, 2. by what others say about
the character, and 3. by what the narrator tells us.)
Then we read several short stories and made concept
maps about the characters in them. Then I had the
students develop a character map for Tom in The Great Brain using all
of the same elements that we had discussed (personality, physical
characteristics, the three ways we learn about the character, etc.) and
any additional info of their choice. Then we read another short book and
the students had to choose from the following characterization choice
projects. (This is an overview - I gave them direction sheets for these
projects.)
1. Create an "Open-Mind" Portrait - Students draw the character with a
bubble coming out of the head. Draw symbols in the bubble that
represent the character. Then
write a paragraph explaining the symbols and what they
represent.

2. Talking Character
Similar to the above with an appropriate quote from the
character. Students should also include a paragraph
describing all the characterization elements relevant to the
character
3. Character Accordion Book - Students make a
little flip book. Each section represents a character element with
a picture.
4. Character Trait Box - Students take a cube
template. Each side has a character element with a
picture and written description.
5. Character Story Doors - This book is made by
folding a large paper in half (hot-dog style). Make as many doors
as you want. Cut the top half so they lift. Each section represents a
character element with a picture and written description.

Now I realize that I really didn't have them thinking about their
thinking. Any ideas how to incorporate that into this lesson?

Appropriate Grade Level 5
Shelly Kennedy
+++++++++++++++++++++++++++++++++++++++++

OK, I'll bite! I started doing visualizing with my
kids a few weeks ago. I call it visualizing, but
really I'm encouraging them to use their 5 senses.
The poster I got from readinglady.com calls it
visualizing, so that's what I"m going with.

Anyway, my "anchor" lesson uses "Elbert's Bad Word" by
Audrey Wood. First I talked to the kids about how
good readers have a movie going through their heads as
they read. They see the people and places in the book
and usually their pictures are based on their own
knowledge. For instance, if the story takes place in
a kitchen, the reader will visualize a kitchen they've
actually been in before (I remember, as a 5th/6th
grader, suddenly realizing that the pictures in my
head hadn't been CREATED by me at all, they were just
composites of real places I'd been - it was a
lightbulb moment!).

Then I make 5 columns on the board and label them with
the 5 senses. I read aloud "Elbert" without showing
hte pictures and stop to ask kids to share their
mental pictures (but since I read Ginger's post, from
now on I'm going to give them paper and have them draw
their pictures too - good idea!). In particular, I
have the kids visualize the elegant garden party,
which is the setting for the book. We list what we'd
probably see, hear, smell, taste and feel. The kids
get pretty creative with the sounds of quiet music,
feel of smooth cut grass, smell of fancy flowers, etc.
When we get to the part about Chives the Butler
balancing and then spilling 2 trays of deviled eggs on
one of the party-goers, we stop to describe this and
even act it out (this idea was given to me by a
student who improv'd the butler's actions
spontaneously). Talking about what we're seeing in
our heads with this specific character's actions
really seems to help those kids who have problems
visualizing.

We continue reading the whole book, visualizing as we
go, and then at the end I have them draw the "bad
word" which was described as dark as a small storm
cloud with bristly hairs all over it. Again, it's a
specific image that forces them to listen carefully
and create a mental image.

On another day I do an activity from "Visualizing and
Verbalizing" by Nanci Bell. Her book is for kids with
severe disabilities, and I've used it with tutoring,
but for most kids all the act. aren't necessary. She
has simple drawings in the back which I copied and
colored and laminated. We then take turns orally
describing the pictures without showing them to the
group, allowing the group to form mental images. The
group is encouraged to ask clarifying questions (is
the duck BY the water or IN the water? Is it a VERY
young girl or a teenage girl?) The picture is
revealed and we discuss whether our picture matched
the actual one. Nanci recommends VERY simple pictures
with just one main object and perhaps a few details.

OK, I know this is long, but I'd like to add one
further thing. Earlier this summer I had a pretty
serious bike accident - got a concussion, had amnesia,
spent a lot of time staring off into space - but the
most interesting thing (in retrospect) is that I
forgot how to comprehend. I could read words, but
couldn't understand what I read beyond very simple
sentences. It took me weeks and weeks to recover, and
I made notes about my progress as I went, so that now
that I'm almost fully recovered I understand that one
of the HUGE pieces of the puzzle that was missing for
me was visualization. I wasn't able to form pictures
in my head to go along with what I read. I didn't
have the mental strength to keep up with what I was
reading. I've since realized that many of my students
read just like this, and so I've been convinced of the
importance of teaching visualizing to my struggling
readers. I remember being so frustrated about not
being able to read, and feeling horrified that it
might stay that way. But for some kids it is that way
all the time.

Heather Wall

++++++++++++++++++++++++++++++++++++++++++

Date: Thu, 06 Dec 2001 23:04:56 -0500
From: Dave & Deb Smith <D-SMITH@cybersol.com>
Subject: [mosaic] Heather's visualization post

First of all Heather I hope you are all right now. I am so pleased that you are sharing your
thoughts and what you've learned. I too have a brain injury and learn differently from many
people. It really helps your students when you can really relate to the idea that not everyone
learns the same way.

Deb Smith/ Four Blocks Consultant, 2nd grade teacher always in my heart.

+++++++++++++++++++++++++++++++++++++++++

Date: Fri, 07 Dec 2001 14:19:34 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: [mosaic] Re:round robin reading

Thank you Laura! So...when the kids have choice involved (such as you
suggested in the circles) does that take the pressure off? I hadn't
thought about conferencing during Silent Reading time. Great IDea! I
tend to make that desk time, but I am going to try using it to
conference when I return in January! :) THANKS! Shelly

++++++++++++++++++++++++++++++++++++++++++++

Date: Fri, 07 Dec 2001 14:48:27 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: [mosaic] Kudos to Jan and Ginger!!!

Hi all,
Since I am on maternity leave and have alittle time on my hands, I
asked Ginger if I could come spend the day and watch her teach! She
reluctantly (as she is soooo MODEST) and gratiously not only welcomed me
but set up for me to see Jan in action also. IT WAS AN AWESOME DAY!
(Worth the 3 1/2 hour drive!!!) First I went to Harriet
something(forgive me) Elementary and saw Jan in a couple different
classrooms doing lessons. Then I spent the afternoon in Ginger's
classroom. I don't want to be presumptuous and describe their lessons
BUT I thought that I would share some things that impacted me as I have
not started implementing much in my classroom yet. First of all,
something that I don't think of or that has ever been mentioned was
posting the strategies in the classroom as you teach them so that the
kids have references (just like we post other posters.) HOW OBVIOUS but
I don't think I would have thought to do that. So I will be making
things to post for Tricky Word strategies as well as the comprehension
strategies. Secondly, I got to see post-it notes in action (not only
modeled by the teacher) but the kids using them in partner work. That
was neat. I love the way they color code the post-its. This is great for
the brain building patterns in the activities. Also, I saw Think Aloud
in different strategies. It was very great to see it in action. Finally,
Ginger had her students tell me what they have learned about the
strategies. It was great. They knew the strategies - the terminology -
and why it was important to use them. It was adorable. I AM SO FIRED
UP. I am starting the strategies the first day I get back in the
classroom. Thanks to you both for your kindness and willingness to
share! Shelly

++++++++++++++++++++++++++++++++++++++++++++++

Date: Fri, 07 Dec 2001 14:49:47 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: [mosaic] To Kelly

Kelly,
I walked right out of the building without making it down to your room
yesterday. Forgive me - I think I was on sleep deprivation as I got up
at 4:00 AM to make the trip. As I was going through some of my notes I
saw that the spider lesson (fact talk vs. story talk) was from you and
I loved that lesson! :) SHELLY

++++++++++++++++++++++++++++++++++++++++++++++

Date: Fri, 07 Dec 2001 16:11:15 -0500
From: Donna Schmidt <dschmidt1@starpower.net>
Subject: Re: [mosaic] visualization

Heather -- this is so interesting because when I attended a daylong
session by Stephanie Harvey this fall, she said that if you have
children who are calling words and don't understand what they are
reading, they don't know how to visualize and that is what they need to
be taught to do. It made so much sense to me and your experience
supports this. Thanks!

Donna V. Schmidt 1st grade
Samuel Tucker School
Alexandria, VA

+++++++++++++++++++++++++++++++++++++++++

From: Readinglady1@aol.com
Date: Fri, 7 Dec 2001 19:50:00 EST
Subject: Re: [mosaic] Kudos to Jan and Ginger!!!

I am having computer trouble - sorry. I am creating new posters for each
strategy and they will be on my site this weekend in the comprehension area.
There are some already there now -

readinglady.com
click on comprhension and use the drop down menu to navigate.

I also have been using a t chart - what it was about/ what it makes me think
of to get the kids to respond in writing when reading. I have been posting
good ones around for the kids to use as models. They also make a chart of
reading strategies and such that we hang up. The kids write the strategies
on chart paper.

As you mention it is great to have the kids articulate and explain the things
we do to others. I too had visitors spend the day this week and my kids were
teaching the teachers. It was so rewarding. They were telling them what to
teach their kids. I was proud of them! The teachers were impressed that the
kids used the terminology so easily.

Laura

++++++++++++++++++++++++++++++++++++++++++++

From: pawloskifam [mailto:pawloskifam@idirect.com]
Sent: Friday, December 07, 2001 5:26 PM
To: ProfReadingGroup@yahoogroups.com
Subject: [ProfReadingGroup] Further re visualization

Laura - re your comments about it being a problem for kids with
little background knowledge - I totally agree about immersing them in
good literature. My students are from low socio-economic as well as
non-English speaking backgrounds. Many are from areas where
schooling was interrupted by war. Sometimes I wonder if they don't
want to use their imagination because what they have seen in their
short lives was so devastating. They love Jan Brett's books, Chris
Van Allsburg and others. We recently had a wonderful experience -
Sherree Fitch (If You Could Wear My Sneakers, Mable Murple, etc.)- a
Canadian children's author/poet who is currently living in
Washington, decided to launch her new book No Two Snowflakes (for
UNICEF) from our school. She said the children at our school
reminded her that people from all over could get along. Anyway - the
presentation was quite controlled and the kids listened to her read
while press took pictures. We went back to our classroom while the
principal and the officials had a reception in the library. All of a
sudden I looked up and there was Sherree Fitch in the doorway - she
said she "escaped" from the reception to meet the kids. The class
couldn't believe that a "real author" would actually come into the
room and talk to them. Even though she only stayed a few minutes it
made such an impression on them. I just wish I could give them more
experiences like this. An aha moment for many of our staff was the
realization that many of our students didn't make pictures as they
read. We've been working on this, along with the other strategies
and are starting to see some results. (Sorry to be so long)

Sharon
Ontario, Canada

++++++++++++++++++++++++++++++++++++++++

<<I too was amazed when I first read Mosaic that some
people didn't get pictures in their mind when
reading. I get so immersed when I read that I loose
track of my surroundings. It's as if I am there. I
can't believe it's not like that for many and was
suprised to realize that. It is a hard thing to
teach.>>

...and now for a different perspective:
About ten years ago I attended an inservice on the
multiple intelligences. The presentor talked about
people being able to see images (or even movies) in
their minds and to hear words. I was stunned. I had
no idea that anyone could do that. Actually at first
I thought it sounded totally bizarre to hear that some
people see images and hear voices that weren't there -
it sounded like they were hallucinating to me. This
was the type of thing I was told would happen to me if
I used LSD when I was a teenager. (Don't worry, now I
understand and I no longer think that all of you
visualizers are having acid flashbacks!) Anyway, the
presentor also talked about the logical / mathematical
intelligence (that's me). Rather than seeing images or
hearing voices, I have ideas that suddenly occur to
me. I don't see or hear my ideas, they are just
suddenly there. The problem I have is that I have no
way to hand onto my ideas since I have no picture of
them. I have learned to immediately write them down
or tell someone about them. I took the Visualizing
course from Lindamood and have worked really hard to
begin to see images. It is still not my natural
preference though. Looking back at when I was in
school, I was a good student so not being able to make
images never really got in my way academically; yet it
did limit me in some ways. I have always been an avid
reader. However, to this day I prefer novels that
have a lot of plot and little description (since I
can't picture it, I don't really care what it looks
like).
So, for different reasons than you, I agree that
being able to make images is important. I believe
that it's important to start at an early age.
However, be aware that some children with strong
logical / mathematical intelligence may struggle with
making images because they don't process information
visually. (Note: according to the presentor I heard,
it is only the extreme ML thinker who is like this.)
However, I believe that they can learn to. Gosh, I
meant this to be my 2cents, but I guess I gave you
more like 50 cents.
Camille in CA

+++++++++++++++++++++++++++++++++++++++++++++

The main strategy we've used to improve visualization is modelling.
We are lucky to have a "reasoning coach" on our staff - a teacher
assigned to work with all the classes to improve reasoning. We often
work together to demonstrate a strategy. In this case he read the
Eve Bunting story Someday a Tree. Then the two of us talked about
the pictures we got as the story was read. We didn't show the
pictures to the students. We also talked about the connections we
made (so I guess we were working on more than one strategy:). The
kids were amazed that two adults would sit and talk about this. We
then asked the kids to work in pairs to talk about pictures
they "saw" when they heard the story. We returned to the large group
and several volunteers shared different pictures. I had wondered if
the kids would copy some of our pictures, but this only happened in a
few cases.

Sharon

++++++++++++++++++++++++++++++++++++++++++++

Wow! This is really fascinating to me...I cannot imagine not being able to
visualise and re-play past events or imagine future events in my head. I
think that I am very strong in this area. I cannot imagine reading a book
without visualisation. I thought everybody did this. I guess it is the
same for you to try and understand how us visualisers can do so. Do you
think over things in your head or is there just nothing. As you can see I
am finding it hard to comprehend not visualising - I do it ALL the time.
How very interesting!

Donna T
Australia

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