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Visualizing strategies are used to make what is implicit in text, explicit.  According to Harvey and Goudvis in chapter 9 of their book Strategies That Work: visualizing falls under the umbrella of inferring.  When we visualize we interpret the meaning of figurative, idiomatic, or metaphoric language.  We also construct meaning by creating a mental picture of events in the story.  It is also useful to visualize in order to figure out the meaning of unfamiliar words in context. Some of the following strategies I have used before in my teaching, but I have referred to them using the strategy names as they are described by Harvey and Goudvis in chapter 9.

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Charting Words that make Text Compelling
Two Bad Ants by Chris Van Allsburg, 1988 Houghton Mifflin Company
After reading these two pages from Two Bad Ants aloud, I would chart the words on the board that the students found compelling.  We would separate those words into verbs such as verbs, and verbs used as adjectives/adverbs. Then I would have the students continue in pairs to chart more words from the text that they found compelling.

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Charting Words that Make Text Compelling
Two Bad Ants by Chris Van Allsburg, 1988 Houghton Mifflin Company

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Vivid Piece of Text
Pickles to Pittsburgh by Judi Barrett and Ron Barrett, 1997 Atheneum Books
First, I would read the passage aloud.  Then I would lead a discussion about visual text and draw on the board pictures that corresponded to the text that students noticed..  Then, I would give students a Draw Connections graphic organizer with a piece of text.  I would read the entire passage and have students draw what they heard or read in the passage.

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Vivid Piece of Text
Draw Connections graphic organizer courtesy of Reading A-Z
https://www.raz-plus.com/
Text from Dinosaurs Before Dark by Mary Pope Osbourne, 1992 Random House

First, I would read a passage from the beginning of the book where Jack and Annie first climb up into the tree house aloud.  Then I would lead a discussion of visual text, and draw pictures that correspond to visual text that the students noticed.  Finally, I would give each student a draw connections handout with a piece of text and have them draw pictures that correspond to their piece of text.

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See, Hear, Feel, Smell, Taste
Two Bad Ants by Chris Van Allsburg, 1988 Houghton Mifflin Company

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Wordless Book
Loose Tooth, a Reading A-Z Wordless Book
https://www.raz-plus.com/
First, I would show a page of the text without words. I would use this strategy to make meaning before reading the text. Then, I would lead a discussion of what students think is going on based on the pictures. I would chart their ideas on the board. Finally, I would give each student a further piece of the text and have them write down words or sentences that correspond to what they think is going on in the text.

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Making Comparisons
Salt Rocks, a Reading A-Z leveled reader, Grade 2
https://www.raz-plus.com/
This text has many idiomatic English expressions involving salt. I would start with the expression: Take it with a grain of salt. Then I would draw a picture of someone eating a large rock crystal to create the image. This visual would reinforce the idea that salt is composed of crystals and that it means that you should not take things literally, as in eating a salt rock. Finally, I would have students do the same for expressions such as: rubbing salt on a old wound, and worth your salt. Students would illustrate what they believed the expressions meant in order to make meaning of them.

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See, Hear, Feel, Smell, Taste
Web diagram courtesy of Reading A-Z
https://www.raz-plus.com/
First, I would read aloud a part of the book Two Bad Ants by Chris Van Allsburg and chart on the board using a web diagram what the ants can see, hear, feel, smell, or taste. Each sensation would go in a separate bubble. Then, I would give students an additional passage and have them do the same using a web diagram.