Graphic Organizer

AO2 = explain how language, structure and form contribute to writers’ presentation of ideas, themes and settings

Children draw upon their use of text everyday Flint, Kitson, Lowe, & Shaw, 2014 specify “In order to read proficiently readers need to develop their repertoire of practices for interacting with text.” As suggested in Luke and Freebody’s Code breaking, children use of text emphasise on; decoding and encoding the codes, symbols and conventions of written, spoken, visual

Genre/organizational demands: Picture books are books that contain many illustrations, especially for children. The illustrations are as important (or, in some cases, even more important than) the words in the story. My students will need to understand that pictures usually add to the text of the story. They will also need to understand that text represents spoken words. Thus, my students need to be able to interpret pictures and be able to recognize one-to-one correspondence between a written word and a spoken word.

Lennie Small is a stable, but physically strong man who is George’s partner and is his constant and trustworthy companion. He has a habit for soft things, considering the fact that he is a big person and that he enjoys little, soft items in which that some of these can lead to trouble for him.

Students are thus learning through the representation in options for language, mathematical expressions and symbols, with strategies to Clarify vocabulary and symbols, syntax and structure, promoting understanding across languages, illustrating through multiple media, decoding text, mathematical notation and symbols. Furthermore, representation provides options for comprehension, activate or supply background knowledge, highlights patterns, critical features, big ideas and relationships, guide information processing, visualization and manipulation, maximize transfer and generalization. ( National Center on Universal Design for Learning, 2014)

In Scott McCloud 's graphic essay, "Show and Tell," he explains how words and images work together in the form of comics to convey a message. An example where he demonstrates this is during the first 16 slides. Without the use of images, the reader would not know what 's going on because the boy is not specific in his dialogue. Without the use of words, the reader would have no context about what 's going on in the pictures. A great analogy that McCloud uses on page 745 is that words and images are like dancers. He explains how both partners work together and support each other 's strengths so that they can be presented well as a

I have learnt that as adults, we already have the skills for reading but using illustrations, sounds and words is a multimodality tool. I tend not to use these different strategies and I think at first, this made my writing in Storybird difficult. I had plenty of ideas but had trouble finding images. I learnt children have far more of a free flowing attitude than adults do, and it took me a while to focus on writing around the images rather than finding an image to match my writing. Children already know much about multimodal texts from their home experiences. As teaching assistant’s it is our responsibility to build on these experiences and the children’s knowledge, recognising the relationships between different modes and use this in our teaching. The future of reading and writing is interwoven with the future of digital technology (UKLA 2005).

writing with pictures to help the pupils with understanding the words. Also, they should be

Julie Orringer utilizes several various kinds of author's craft techniques, the most common one she uses is visual imagery. Throughout Note to Sixth-Grade Self Julie uses her

Both essays focus on children's ability to blend visual drawings and writing and how they interact with one another. In some classrooms young children are being urged to see drawing and writing separately rather than as a unified system of meaning making. Thomas Newkirk makes us think about how pictures relate to language in written texts, and Alexie Sherman explains how he had the help from comic books (graphic novels) and watching his dad's passion for reading help (sponsor) him want to learn how to read. They both believe that visual images communicate meaning. Its not just about the design and creativity but also about how culture and meaning are reflected, communicated and altered by images. This is visual literacy, it involves all the

By using a graphic organizer we can help students focus on what they already know and see how they can deepen their

s a class, we will read the story Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst, published by Atheneum Books for Young Readers. After, we will discuss the book in terms of organization (why did she organize the book the way she did?, why is organization important to this book?, would you change the organization of the book?). In partners, students will create a diagram of the book using a graphic organizer. This helps my students recognize that their writing pieces have to be in a logical order.

The curriculum initiative I chose to actively engage in is our third grade’s Writing Workshop: Four Square Model. The Writing Workshop: Four Square Model initiative is currently in the evaluation phase. The most important aspect of this initiative is provide students with the opportunity to expand upon their writing, add details, and stay organized. So many young writers struggle to develop well-written stories, essays, and descriptions. This method utilizes a simple graphical organizer to take students step by step through the writing process. It can be used for any type of writing project from a simple paragraph to a story or even a persuasive essay. During the project I worked to analyze student data and researched the Four Square Model for school-wide usage.

One strategy that teachers can use to help students go beyond simple words is “cracking open words.” Teachers can bring a geode rock into class to make the metaphor of cracking open writing more tangible. Teachers can ask students to do a list of words that are overused in their writing. After doing the list, students can work independently on their own writing. Then, students can choose a sentence to “crack open” and ask how can they elaborate and add more detail. By doing this strategy, the

Linguistic instructional methods, such as reading and listening, activate the left side of the brain, while non-linguistic methods, which incorporate the senses and movement, activate the left side. As a result, engaging both sides of the student’s brain in the learning process, through a balanced plan of instruction, is important. Such an approach is also believed to improve a student’s ability to remember and apply that information in the future. In order to facilitate this, the teacher must include the use of non-linguistic representations or cues in their lessons to make challenging content comprehensible. Such elements as visual aids - like graphic organizers, pictures, illustrations or images; hands-on experiences including the use of manipulatives or physical models that students can touch, move and create; physical or kinesthetic techniques using movement including gestures such as hand movements to illustrate concepts; and demonstrations, modeling