Literacy Matters - Vol 21 - Winter 2021

Rappaport, D. & Collier, B. (2007). Martin’s big words: The life of Dr. Martin Luther King Jr. New York: Hyperion Books for Children.

South Carolina Department of Education (2019). South Carolina multi-tiered system of Supports (SCMTSS) framework and guidance document. Columbia, SC: South Carolina Department of Education. U.S. Department of Education, Office of Postsecondary Education (2016). Teacher shortage areas, nationwide listing 1990-91 through 2016-2017 . Retrieved April 29, 2020, http://www2.ed.gov/about/offices/list/ope/pol/tsa.org Whelan Ariza, E., Morales-Jones, C., Yaya, N., & Zainuddin, H. (2018). Why TESOL? Theories & issues in teaching English to speakers of other languages in K-12 classroom ( 4rd edition). Kendall Hunt. White, L. J., Alexander A., & Greenfield, D. B. (2017). The relationship between executive functioning and language: Examining vocabulary, syntax and language learning in preschoolers attending Head Start. Journal of Experimental Child Psychology, 164 , 16-31. http://doi.org/10.1016/j.jecp.2017.06.010 Wilson, D. (2012). Training the mind’s eye.“Brain movies”support comprehension and recall. The Reading Teacher, 66 (3), 189-194. http://doi.org/10.1002/ TRTR.01091

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Literacy Matters Reading Matters

Schneider, E. & Kulmhofer, A. (2016). Helping struggling learners of English as an additional language succeed with interactive, multisensory structured strategies. Brazilian English Language Teaching Journal, 7 (1), 3-25.

Schneider, E. (2020, November, 20). Mental imaging and verbalizing of pictures with keyword cards [Video]. YouTube. https://youtu.be/M7iSKt3PIFs

Schneider, E. (2020, November, 21). Mental imaging and verbalizing or paragraphs with colored squares [Video]. YouTube. https://youtu.be/FkL3adkyY-k

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Zwiers, J. & Hamerla, S. (2018). K-Grade 3 guide to academic conversations: Practices, scaffolds, and activities . Corwin.

Phase of MI &V

Student Tasks

Teacher Tasks

Phase 1: Image prompt

• Students work in pairs or small groups. • One student pulls picture out of envelope, not showing it to group members.

• Teacher models procedures for whole class prior to start of activity • Teacher rotates from table to table to ensure students stay on task • Teacher takes notes on check chart about student needs (see Figure 2) • Teacher engages students in reflective dialog after experience to strengthen self-help strategies for comprehension

• Listeners in each group ask questions to find out what is on the picture prompted by question cards on desk. They say “What you say makes me picture…”

Phase 2: Single Sentence prompt

• Students work in pairs or small groups. • One student reads a sentence to peer(s) repeatedly as needed. • Group/team members listen and place differently colored paper or felt squares in front of them for each essential piece of information they heard and visualize to remember and retell. • Before retelling the information based on associated content related to each square piece, peers practice retelling what they visualize and remember. They ask to hear information again as needed • Students engage in same procedures as in Phase 2 with a single paragraph read to them by a peer or teacher, repeatedly as needed.

Phase 3: Individual paragraph prompt Phase 4: Multiple paragraph prompt

• Students engage in the same procedures as in Phase 3 but with more information in more paragraphs .

Figure 1 Overview of mental imaging and verbalizing practice phases

Literacy Matters | Volume 21 • Winter 2021 | 41 |

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