Before
- Activating what students already know
- Providing important background information
- Explaining conventions, techniques, and concepts
- Setting purposes for viewing
During
- Modeling the strategies effective viewers use
- Guiding with questions and activities
- Using think-alouds
- Noting effect of visuals
After
- Analyzing overall use of visuals within particular text
- Evaluating contribution of visuals within particular text
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Before
- Do I think about what I am going to see?
- Who created this visual text?
- Whose point of view will be presented?
- Who are the intended audiences?
- What do I already know about this? What do I need to learn from this?
- What is my purpose?
- What strategies do I need to use to make sense of this visual?
During
- Do I understand what I am viewing? Does it make sense?
- Am I attentive, alert, and focused in my viewing?
- Do I identify the key ideas and underlying messages or assumptions portrayed by the visual text?
- Do I consider the relevance, reliability, and validity of the information portrayed by the visual text?
- Do I make notes and pose questions?
- Do I note techniques and special visual effects?
- Do I consider the ethic of what is being presented visually?
After
- Do I reflect, review, and evaluate what I have seen?
- Do I consider the overall effectiveness of the visual presentation?
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- Modeling
- Mini-lessons
- Guided viewing
- Viewing guides
- Asking questions
- Setting purpose
- Exploring the conventions, and discussing techniques and special effects
- Think-alouds
- Pausing and reviewing
- View, Pause, Predict, and Think-aloud
- Directed Viewing-Thinking Activity
- Response forms
- Viewing journals
- Paired response
- Gallery walks
- Illustrator studies
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