How Does The Implementation Of Graphic Organisers Impact Student Learning With Regard?

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

Content area teachers can implement strategies and scaffold learning when planning and designing instruction so that students will actively engage in literacy. According to Dobbs, content area reading instruction includes: the information present in the text, and the instructional plan teachers use to help students understand the content (2003, p.3). Vacca, Vacca, & Mraz explain that in order to plan instruction effectively, teachers must be aware of the explicit and functional dimensions of content literacy. The explicit aspect of content literacy involves the development of skills and strategies that enable students to comprehend what they are reading. Functional instruction focuses more on the application of strategies needed to derive knowledge from a variety of sources of information.” (2014, p. 134). Forget defined literacy as “listening, thinking, reading, and speaking in such a way that information and ideas are processed and communicated to the benefit of self and society” (2003, p. 5). Content area teachers need to plan and design lessons so that students will actively engage in literacy. Forget goes on to discuss that poor performance in schools can be do to a lack of basic literacy skills. Therefore, teachers need to implement the skills and strategies found to be successful in literacy to ensure

Over the past few decades, enhancements in the visual fields have greatly improved, giving weight on the importance of visual material in text. Something that is more visually stimulating can usually make a text more convincing or credible. The term “seeing is believing” proves this fact. As humans, we tend to believe something if we can actually see it, which is why Jay David Bolter has referred to this phenomenon of the changed role of text and graphics as the “visual culture” in his book Writing Space. “Mere words no longer seemed adequate; they had to share their space with images.” (Bolter, 69).

H12: A student draws upon the imagination to transform experience and ideas into text demonstrating control of

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).

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

After students will have a chance to utilize graphic organizers to organize and explain every day activities. To start, students will write a paragraph describing how to do some task they are familiar with (making a

Whether an artist sits at a work desk or steps up to an easel, they all have a common goal; to create a message. Some express their message through visual mediums and others through text. Each type has its pros and cons but certain messages are more accurately represented by a specific medium.

They then recorded their ideas about the clues in their journals. This activity required them to use speaking and listening to discuss the words and their ideas about their orders. It required them to use their understanding of language to read the clues and arrange them into logical orders and sensible sentences. This required a working knowledge of writing and how words can be put together, and they also used writing to record their ideas in their journals. The third photograph shows a character sort in which students wrote each character’s name on a sticky flag, made an organizer with three columns, and sorted the characters into the columns. They completed this activity in partners, and the sort was based on their opinions of the characters rather than fact. This activity required students to use speaking and listening to talk to one another about the characters and to use reading to reread sections of the novel to find evidence for their decisions. The students kept this sort throughout the novel study and updated it each day if their opinion of any characters

In reflecting on collecting information to create the graphic organizer the realization of the role or variety of roles of a reading specialist/literacy coach became very evident. There are descriptions or outline of the duties and responsibilities of what the position entails, but the responsibilities are constantly in flux and change. The one constant however while comparing and contrasting the classroom teacher and reading specialist/literacy coach or interventionist is their primary goal is to teach children how to read. While in the process of doing this the classroom teachers and reading specialist/literacy coaches share similar type of interactions with other teachers, administrators, parents, students and community but there are

The previously mentioned recommended learning strategies for the very strong read/write learning preference of this student compare near-perfectly with the strategies currently in use. This student however, frequently incorporates visual approaches to writing by using different colored highlighters to categorize and connect different thoughts. Sticky notes, often having various bright colors, adorn books, periodicals, Bibles, and even the course syllabus for this class. Often when communicating in writing with others, words are circled followed by arrows that point to a reply the writer has written. Visual learning strategies are very important to this author’s success

Modeling, teaching, and encouraging this strategy is a way to demonstrate that there are many different ways to represent information while giving struggling readers a way to share their understanding of a text, tell a story, or organize information. Students can be encouraged and taught to use visual notes in a variety of ways. An example would be to add pictures, diagrams, doodles, patterns or charts in the margins or in the body of the notes to emphasize points, elaborate an idea, or to make the content memorable. Students with physical disabilities and limited mobility can access the computer to take visual

Students will work in groups to read about and research the rainforest during a habitat unit. They will read a magazine article that teaches about the animals and characteristics of the rainforest. The article will also discuss the deconstruction of the rainforest and why these rainforests are important to take care of. Students will read each section of the article and highlight the key words that they believe are important to each section. Students will then record these key words on their main idea graphic organizer which they will go back to after reading the whole article. After reading the whole article the students will use the highlighted key words and the text to develop a main idea statement to record. Students will then record three important facts from each section and record these on sticky notes. Students will transfer these sticky notes onto their group’s main idea graphic organizer where these will serve as the supporting details. The group’s graphic organizer will serve as a scaffold for the four squares foldable each student will make. This four square foldable will eventually be used by students to help guide them throughout their expository writing piece on