Lindamood-Bell® Professional Learning Community Diagnosing and Pacing School Partnerships PLC: V/V® Diagnosing & Pacing 4/21/2017 Lindamood-Bell® Professional Learning Community Diagnosing and Pacing Visualizing and Verbalizing® Instruction Kathryn Winn Primary February 12, 2014 ©2014 Lindamood-Bell Learning Processes

School Partnerships PLC: V/V® Diagnosing & Pacing 4/21/2017 Basic Concepts to Note Lesson Energy Task Levels Overlapping of Steps Self-Correcting and Automaticity Automaticity occurs when imagery is created fast and automatically. Speed of processing is a critical diagnostic marker. If your students have to slow down to image, they may be stuck on unrelated or disjointed parts, rather than rapidly creating imagery for the whole. The key to good pacing is neither moving too soon, nor waiting too long, for the overlap. ©2014 Lindamood-Bell Learning Processes

School Partnerships PLC: V/V® Diagnosing & Pacing 4/21/2017 Diagnosing Diagnosis is defined as identifying the nature or cause of something, especially a problem or fault. We diagnose as part of problem solving, in order to provide differentiated instruction for each student. When the student reacts, interacts, and interprets as she reads, she is responding the way good comprehenders often do. Find the comfort level, the instruction level, and the frustration level. ©2014 Lindamood-Bell Learning Processes

School Partnerships PLC: V/V® Diagnosing & Pacing 4/21/2017 Probing Explore and investigate. Things to look at: Speed of processing Speed of imagery is just as important as vividness. Are the students pausing at the end of a sentence or needing re-reads? Self-correcting Are lower levels faster? Who is doing most of the talking—you or the students? Do they look up or gesture? Do they hold on to their imagery with the picture summary? ©2014 Lindamood-Bell Learning Processes

School Partnerships PLC: V/V® Diagnosing & Pacing 4/21/2017 Automatic Imagery “Automaticity in imagery indicates the student is quickly creating and accessing her imagery. Your goal is for her nonverbal code to process rapidly so as to easily interact with verbal information that is often coming at her very quickly, especially in oral language.” (V/V Manual, pg. 159) ©2014 Lindamood-Bell Learning Processes

School Partnerships PLC: V/V® Diagnosing & Pacing 4/21/2017 Seeing Stars Guide The Goal Independence Sensory-Cognitive Functions Self-Correct Monitor Comprehension Sensory Input Word Attack Word Rec. Paragraph ©2014 Lindamood-Bell Learning Processes

School Partnerships PLC: V/V® Diagnosing & Pacing 4/21/2017 Picture x Picture Practice Picture by Picture until the student is quickly verbalizing a picture with very little questioning from the teacher, and includes the details of the structure words. Your goal is for the student to quickly and confidently verbalize the whole and the parts. ©2014 Lindamood-Bell Learning Processes

School Partnerships PLC: V/V® Diagnosing & Pacing 4/21/2017 Word Imaging Practice Known Noun until the student provides imagery that is detailed and automatic, is confidently and quickly able to describe her imagery, needs less questioning from the teachers, and is using the structure words with ease. The length of time that this step is on a lesson plan depends on the student’s responses, not a specific amount of words, lessons, or days of instruction. ©2014 Lindamood-Bell Learning Processes

School Partnerships PLC: V/V® Diagnosing & Pacing 4/21/2017 Sentence by Sentence The majority of instruction will be at this step. Note the student’s ability to create images from language, retrieve those images for the picture summary, and succinctly verbalize a word summary. Stop using the structure words once the student includes nearly all of the structure word elements with her first picture/sentence. As the student progresses, you will increase the grade levels of the material being imaged. Look for fluent and confident picture and word summaries. ©2014 Lindamood-Bell Learning Processes

School Partnerships PLC: V/V® Diagnosing & Pacing 4/21/2017 Sentence by Sentence When do you bring in HOT questions? When your student is outwardly imaging and giving you good picture and word summaries. The student’s answers to HOT questions do not have to be 100% accurate to move up levels or go on to MSxMS. Higher order thinking is developed in all V/V lessons. The lessons will become shorter and questioning less detailed as you start assuming imagery. Even if your student is still doing SxS, it is helpful to probe her general imagery with the Whole Paragraph task at the next level and note signs of imagery. This enables you to see the student’s overall progress. ©2014 Lindamood-Bell Learning Processes

Multiple Sentence Imaging School Partnerships PLC: V/V® Diagnosing & Pacing 4/21/2017 Multiple Sentence Imaging Overlap steps by doing some SxS and some MSxMS lessons. Increase the grade levels of material as the student becomes fairly proficient. Remember to pace aggressively. Probe the student’s general grade level by reading a whole paragraph to her; then, diagnose for vividness and speed of imagery. ©2014 Lindamood-Bell Learning Processes

School Partnerships PLC: V/V® Diagnosing & Pacing 4/21/2017 Whole Paragraph Automaticity is your goal! Look for signs of speed and vividness in the student’s imagery. Does she need all or part of the story re-read? Is she omitting information from her word summary? Is she giving you details with conceptual pegs of color and movement? You may have a lesson plan with SxS, MSxMS, and Whole Paragraph (all at the same grade levels). If large parts are consistently omitted, you’ve probably increased grade levels or steps too quickly. Back up! ©2014 Lindamood-Bell Learning Processes

Paragraph by Paragraph School Partnerships PLC: V/V® Diagnosing & Pacing 4/21/2017 Paragraph by Paragraph Multiple Sentence imaging is no longer happening. The focus is Whole Paragraph and Paragraph by Paragraph, or Paragraph by Paragraph and Whole Page. The teacher is questioning a lot less, and only for a few specific images within each paragraph, to be certain the student is imaging and not paraphrasing. You may start the student with imaging just two paragraphs and, then, increase as able. ©2014 Lindamood-Bell Learning Processes

School Partnerships PLC: V/V® Diagnosing & Pacing 4/21/2017 Whole Page This step needs to be practiced and applied to content and more abstract material. Continue to look for automaticity. Help the students use contextual imagery to assist with expanding oral vocabulary. ©2014 Lindamood-Bell Learning Processes

Application to Content School Partnerships PLC: V/V® Diagnosing & Pacing 4/21/2017 Application to Content Directly apply Whole Page to content. Do not assume the student will apply it on her own. Let them know that more on application will be discussed in the PLC on app if it hasn’t already been done. If it has, refer to things you went over with that. ©2014 Lindamood-Bell Learning Processes

School Partnerships PLC: V/V® Diagnosing & Pacing 4/21/2017 What If… Your V/V group is doing MSxMS and Whole Paragraph, and verbalization is limited. What should you be checking? Should you take whole para off and do more SxS or MSxMS or lower the levels? ©2014 Lindamood-Bell Learning Processes

School Partnerships PLC: V/V® Diagnosing & Pacing 4/21/2017 What If… You have a student whose picture summary is just like the initial picture verbalization. What should you look at? Check levels and task? Do they need more SxS? Do they need lower level? ©2014 Lindamood-Bell Learning Processes

School Partnerships PLC: V/V® Diagnosing & Pacing 4/21/2017 What If… Your V/V student’s word summary is a total re-verbalization of her pictures. What should you do? See page 149 in manual ©2014 Lindamood-Bell Learning Processes

Let’s Take a Look at a Group School Partnerships PLC: V/V® Diagnosing & Pacing 4/21/2017 Let’s Take a Look at a Group Do an instructional planning worksheet for a group at your site to set goals for the next 100 hours. ©2014 Lindamood-Bell Learning Processes