During independent writing time Thomas talks about visualizing the action as a strategy he has chosen to work on in his story.
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| TEACHER: | Thomas. I'm going to ask you a question. Do you remember what - can you tell me again what the directions were for independent work time today? |
| STUDENT: | Don't talk, not talking. |
| TEACHER: | Not talking. And what did your teacher want you to work on during independent work time today? |
| STUDENT: | Visualizing the action. |
| TEACHER: | And have you gotten a lot of - it looks like you've gotten a lot of work done today. Is that true? |
| STUDENT: | Yes. |
| TEACHER: | Could you tell me about the work that you got done today during independent work time? |
| STUDENT: | We started going trick or treating and I'm trying to add some detail to the action. |
| TEACHER: | And so can you tell me one of the actions that you visualized? |
| STUDENT: | When I got candy from a man in a house and who wore a vampire suit and I was scared and I didn't like him. |
| TEACHER: | So you did that work today? You visualized that? I have one more question, which is, what does it look like, like if I walked along and saw you visualizing something? What would you look like? |
| STUDENT: | [inaudible] |
| TEACHER: | Like, would I be able to tell that you were doing that, visualizing something? |
| STUDENT: | I think, yes. |
| TEACHER: | Like, I would just be walking along in your classroom and I could see you doing that? What would you look like? Can you show me now? |
| STUDENT: | I'm wearing a Halloween - I did that last year. I was wearing a Spiderman costume and the other man was an adult and he was taller than me and he wore a vampire suit with a long black cape and with some red things. |
| TEACHER: | Very cool. Do you remember when the teacher, during the mini lesson, the teacher was visualizing for her story? Remember that? Do you remember what she did with her hands when she was visualizing? |
| STUDENT: | She dreamed about the riding of the waves |
| TEACHER: | Uh, huh. But she did something with her head and whether she closed her eyes or something. |
| STUDENT: | She closed her eyes and covered her eyes with something. |
| TEACHER: | Why did she do that? |
| STUDENT: | To visualize. |
| TEACHER: | Do you do that? Does that help you? |
| STUDENT: | Sometimes. |
| TEACHER: | Uh, huh, okay. Did you do that when you were working on this Halloween story? Did you close your eyes? |
| STUDENT: | A little. |