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Katie Subra, US English Language Fellow Minsk State Linguistic University

Designing Materials for Vocabulary Development Using Visual Literacy. Katie Subra, US English Language Fellow Minsk State Linguistic University. subr0054@umn.edu. Deserted Island Vocabulary Categories: ----------------------- Tools/Survival Techniques ( Lost at Sea game) Letter in a bottle

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Katie Subra, US English Language Fellow Minsk State Linguistic University

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  1. Designing Materials for Vocabulary Development Using Visual Literacy Katie Subra, US English Language FellowMinsk State Linguistic University subr0054@umn.edu

  2. Deserted Island Vocabulary Categories: • ----------------------- • Tools/Survival Techniques (Lost at Sea game) • Letter in a bottle • Must-have items • Nature • Mapping • Maritime items • Popular culture…

  3. Definition & Purpose • Visual Literacy is the ability to read (i.e. interpret or evaluate) a variety of visuals in a given environment. • Language Learners will be able to engage with English in a meaningful way using visuals inside and outside the classroom.

  4. Do you read these visuals in your first, second, or third language? • Signs • Art • Facial Expressions • Maps • Advertisements • Word Art • Television • Prices • Graphic Organizers • Comics

  5. Elements of Visuals - Vocabulary • How do you read visuals in terms of color, symbols, icons, culture?

  6. Elements of Visuals - Vocabulary • How do you read visuals in terms of color, symbols, icons, culture?

  7. European Heraldry Symbols

  8. Universal Signs & SymbolsProhibitive Vocabulary

  9. Universal Signs & SymbolsDirectional Vocabulary

  10. Universal Signs & Symbols Icons & Logos

  11. What vocabulary is needed to interpret graphic organizers? • Types of graphic organizers: Bar graphs, Infographics, Mind maps, Venn diagrams, Line graphs, Tables, Charts • Reading the graph: Axis, Rising/falling, clusters, categories, trends, visual-verbal word association (VVWA) • Statistical vocabulary: Mean, median, mode, probability, density, interval, maximum, minimum, principle

  12. Infographics: Summarize this map Infographic taken from elitedaily.com

  13. Graphic Organizers: Summarize the Timeline/Line Graph

  14. Graphic Organizers: Summarize the Timeline/Line Graph

  15. Tables & Outlines I. Main Idea A. Detail B. Detail II. Main Idea A. Detail B. Detail III. Main Idea A. Detail B. Detail C. Detail 1) Additional Information 2) Additional Information

  16. How to Read an Advertisement • Title: • I. Color & Mood • A. • B. • C… • II. Items used in • Addition to Product • A. • B. • C. • III. Cultural • Interpretations • A. • B. Need a Top Chop? Advertisement

  17. Using a Venn Diagram to Compare two Pieces of Art Marc Chagall "Strawberries", 1915 Norman Rockwell "Freedom from Want",1943

  18. Visual Literacy Stations – 3 Groups; 5 minutes/Station – Take Notes • Maps: You will create a table based on your discussions of the maps. • Advertisements: You will choose 1 advertisement and you will make an outline describing the image. • Posters: As a group, list potential captions (titles) for as many of the posters as possible. Choose one & describe it in more detail.

  19. Reflection Questions: • Which skills did you use to complete this exercise? (Reading, Writing, Listening, Speaking, Vocabulary Practice, Grammar Practice) • How could you modify this activity to include the skills that you didn’t use? • How could you modify this activity for a different English level? (Low – Intermediate – High) • What types of follow-up activities could you do with this activity?

  20. Take a deeper look: Using Higher Order thinking to describe 1 visual. Freewrite: Write a story about the people in 1 image. Marc Chagall "Strawberries", 1915 Norman Rockwell "Freedom from Want",1943

  21. Reflection Questions: • Which skills did you use to complete this exercise? (Reading, Writing, Listening, Speaking, Vocabulary Practice, Grammar Practice) • How could you modify this activity to include the skills that you didn’t use? • How could you modify this activity for a different English level? (Low – Intermediate – High) • What types of follow-up activities could you do with this activity?

  22. Reflections • What is Visual Literacy? • Are your students visually literate in their 1st Language? Their 2nd? • How can you utilize this skill in the classroom to teach vocabulary? • What new vocabulary will you have to teach?

  23. Resources • The Chive: http://thechive.com/2012/05/23/clever-advertising-is-refreshing-to-see-37-photos/ • Melzer, D. & Coxwell-Teague, D. (2011). Everything's a Text. Boston, Massachusetts:Pearson Education. • Menzel, P. & D'Aluisio, F. Hungry Planet: What the World Eats. (2007). Napa, California: Material World Books. • Visual News: http://www.visualnews.com/ + Magazines, Art, Posters, Infographics, Charts, Signs,… Questions? Comments? subr0054@umn.edu

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