#ecl31019

[glong310staff-blog]

I have a vivid memory of my year 4/5 teacher reading us this series of books told from the perspective of animals.  This teacher was a keen hunter and he was so passionate about hunting, hiking, and the outdoors, that he made these books come alive for us.  The descriptions of the bush, and the feeling of the animals as they escaped hunters, have stayed with me for over 30 years. 

For your TUMBLR post this week, please recall a book you remember from your childhood, and share your memory of this on TUMBLR using more than one modality (I have used visual - the image, and linguistic - the writing).  Please also reflect on how your childhood experiences of reading/being read to might influence how you teach literacy in schools.

[tranjoh]

https://drive.google.com/file/d/1YzMlbTZmstOrMd6D0-OGlacc9PvMt0zN/view?fbclid=IwAR0HmbjddRo9LC_3_D62xqMo9TX2HsrywEaW9LQO2IfOlqps4NYzpLIi5a4

The multimodal text resource that i have chosen is a piece i have created myself. It is called “Have a Go Charlie!”. In this text written and visual modes are used.

I would use this text as a mentor text in an art unit to show how expressions can be shown through colors, to show how texts can be cross curricular (between art, english and science) and to look at narrative construction.

[tranjoh]

The first resource im sharing is the Fountas and Pinnel resources: https://resources.fountasandpinnell.com/Login.aspx?ReturnUrl=%2fproducts%2fDefault.aspx

These resources are extremely useful in planning and creating lesson sequences. They cover the three areas of questioning, and focus on different themes reflected in the text. Teachers can use the resource as a reference to create lessons themselves.

The second resource is star assessment: https://www.renaissance.com.au/products/assessment/star-reading/

This resource is useful in comparing student growth. This resource can cover all areas of the curriculum.

[obell2-blog]

In full: Climate activist Greta Thunberg rebukes world leaders

The teenager reprimanded those who she accused of ignoring science and being too slow in their approach to tackle climate change. Watch her statement in full...

I have chosen this speech by climate activist Greta Thunberg as the persuasive and emotive language within it really resonated with me. The words she speaks are educated and passionate while the visual of a young girl pleading for her uncertain future would make anyone stop and think. I would use this video as a mentor text in a persuasive language unit, exploring the different techniques she employs and whether they are successful on us as an audience. People are at their most engaged and persuasive when discussing a notion, they are passionate about, I would encourage my students to chose topics that they can all resonate with.

[selinaroosje-blog]

WEEK 9

This multimodal text is a video of a students comic strip they have created. It is backed with piano music, where they have designed different sounds to fit what is happening in each different comic strip scene. This helps create emphasis to the story line. It is also a video, adding another multimodal aspect, as well as it being a comic strip means that it has lots of visuals to understand the text.

I would use this in lessons based around comic strip making, where the focus might be on teaching how to write different characters speaking within one text. I would use this as an example of how comics can help bring the text to life through the drawings.

https://www.youtube.com/watch?v=AeLKZamg29M&list=PLtWgguhNAFL8rCbhhnbF6n8YVxNjGbYYg&index=4 

[obell2-blog]

Week 7

My goal at the beginning of this unit was to “gain a better understanding of the uses and implementation of a specialised spelling/phonics program” and throughout I have been exposed to a range. The program I have seen implemented with the most success is THRASS, but I have had to explore it further outside the classroom. The THRASS Institute Australasia & Canada provides a details introduction to the program explaining and justifying its use. This resource could introduce a teacher to the THRASS program, helping to develop their language knowledge.  

https://www.youtube.com/watch?v=bVs4DMCb_iw - THRASS Intro - Phonemic Awareness

Another resource is the online platform Story Box Library in which teachers can access and range of books read by people of all ages. The videos contain audio and great visuals of the text and could give teachers access to a range of books to be utilised as mentor texts within the classroom. This video is of a young boy reading the Mark Greenwood book, Moonwalkers.

https://storyboxlibrary-com-au.ezproxy-b.deakin.edu.au/stories/moonwalkers/

[clmorr-blog]

Week 9

The resource i have found is the ‘But Why’ podcasts by Jane Lindholm. It is a show that is led by kids, they ask the question and Jane answers them in a podcast finding as much information as she possible can, even inviting special guests and professionals to speak as well. Some examples of the podcasts are “Why Do We Have To Go To School?”, “How Are Noodles Made?”, “Why Do Earthquakes Happen?” and “What is Electricity?” and so on. 

I feel as a teacher you could link this resource in to a unit of work for report writing or information reports, students can research, draft and create their own podcast like Janes answering many different questions, the class then can upload the podcast to their school or class private online space/portfolio (like seesaw) for all students and parents to listen to.

Below is the link on Spotify to access the podcast:

https://open.spotify.com/show/1Lb6AyTjz8BzFc1XgOtQPY

[joshuabarrett124-blog]

ECL310 Week 9 Prompt:

Multi-modal texts are exponentially important when used within a literacy classroom, they give opportunities for children to express their ideas, thoughts and knowledge in a creative and interesting way- something enjoyable and entertaining for all members of the class including the teacher.

For this prompt I am focusing on music and the lyrical side of songs and compositions. Personally, I am extremely interested in music, so incorporating this into literacy and giving students a chance to represent a certain piece of work using it brings great joy. My ‘mentor’ piece to use has been created by 4 siblings who have a very popular YouTube channel (this could also be of vast interest for the class, as this family is very kid-friendly). It is a song creation made by ‘The Norris Nuts’ called “We The #LEGENDS” – rather comedic for children I can imagine this would be a great piece to reference for a unit of work based around music and lyrics of songs, perhaps looking at a variety of differing song/poetry genres to gather inspiration and for a multi-modal challenge- they are able to create a video on iMovie or another program having a deeper message and well thought out lyrics. I could also be used as a last activity in a unit of work based on larger ideas, such as leadership, independence, kindness etc, (especially in the senior school).

This song attached is focused on being ‘real’ and not materialistic, not caring if you make mistakes etc. So, having the students to create something similar, with a written: script, production instructions, lyrics, review etc. Could be great fun to experiment and assess with this multi-modality.