You are probably very confused at how to interpret Interpreting Text and Visuals Worksheet Answers. A lot of the questions I get asked by people, or have heard from friends and family are: How do I understand and interpret these worksheets? Am I really supposed to know what I think I know? And it seems that when I tell them, the answer is: “You think you know, but it’s just a sense.”
So, for those who are not familiar with what worksheet answers are or how they work, here’s a brief description: When you read or hear something, you are letting your brain take in and interpret the message (visual or audio) in a “text” format. Think of reading as the movie being shown to you in “slow motion”. If you slow down a piece of literature to read it in slow motion, it will still be of great interest to you, even if you cannot read it perfectly. The brain gets the information it needs to get your attention, just as it does when you see a moving image.
Interpreting worksheets is just as much a matter of looking for images or words in the visual/audio format, as it is a matter of putting all the information together. We read the worksheet answers out loud, so we actually are looking and interpreting the visual and audio information, in the same way that we would do if we were talking to someone or having a conversation. In other words, we are not just reading the answers out of a book, but we are actually talking to someone.
So, how do you interpret text answers and visual/audio answers? How do you figure out which pieces of information you are looking for? How do you determine what the teacher is trying to communicate? Well, to put it simply, you have to look for the messages that the teacher wants you to see and hear.
Most times, when you are answering a question, you are not actually looking at the picture or reading the text. What you are seeing is a kind of shorthand that helps you to translate the short message (the answers) into a “slang” form that you can quickly and easily understand. This shorthand is often referred to as “mappings “codes” because they serve to “map “codify” the message.
The visual cues that are usually given on the worksheet are pretty self-explanatory. However, the visual cues don’t necessarily have to come from the answers. For example, if the student has a question about an aircraft carrier, you might use a sketch of an aircraft carrier as your visual cue. In this case, it doesn’t matter if the student has the answer written on the worksheet – they only need to be able to look at the sketch and read the message in order to decode the message.
Visual and verbal cues can also be used. An example might be that if a student is asking a question about plants, the teacher might ask them to point to something in the workbook that looks like a plant. Or if the student is wondering what an airplane is, the teacher might ask them to point to a diagram of an airplane and explain its features.
Interpreting Text Answers can often be quite confusing if you don’t know what a worksheet is or how to interpret it. Just be sure to keep in mind that the students are making a report of their own experiences that they are then presenting to their class. They don’t want to give you a written report that just comes across as dry or boring.
