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E-raamat: Visual Approaches to Teaching Writing: Multimodal Literacy 5 - 11

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Visual Approaches to Teaching Writing: Multimodal Literacy 5 - 11Suurem pilt
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Includes CD-Rom

Why are visual approaches to literacy important? Childrens experience of texts is no longer limited to words on printed pages - their reading and writing worlds are formed in multimodal ways, combining different modes of communication, including speech or sound, still or moving images, writing and gesture. This book is a practical guide for teachers in making sense of multimodal approaches to teaching writing.





The book covers topics such as:





- The design of multimodal texts and the relationships between texts and images

- How to build a supportive classroom environment for analysing visual and audiovisual texts, and how to teach about reading images

- How to plan a teaching sequence leading to specific writing outcomes

- Examples of teaching sequences for developing work on narrative, non-fiction and poetry

- Formative and summative assessment of multimodal texts, providing levels for judging pupil development, and suggestions for moving pupils forward

- How to write, review and carry out a whole school policy for teaching multimodal writing





The book is accompanied by a CD, which contains a range of examples of childrens multimodal work, along with electronic versions of the activities and photocopiable sheets from the book, and material designed for use with interactive whiteboards.





It will be a valuable resource for primary teachers, literacy co-ordinators and students on initial teacher training courses.

Arvustused

This is an excellent book which is grounded in exciting and innovative classroom practice. Bearne and Wolstencroft draw on their wealth of experience to offer clear and detailed guidance on using multimodal texts in the classroom, from planning through to assessment. Their book will enable teachers to provide opportunties for children to become competent readers and authors of both off-screen and on-screen multimodal texts. This ground- breaking book is an essential read for all teachers and students who want their literacy curriculum to be relevant and appropriate for the 21st century - Jackie Marsh, University of Sheffield





This practical guide will help teachers develop an integrated approach to the teaching of writing - Literacy Time PLUS









`Bearne and Wolstencroft offer the reader innovative ideas and forward thinking in this exciting publication and teaching resource. Grounded in the relevance of working with multi-modal texts in primary classrooms today, suggestions for practice are supported by inspiring examples and real accounts - English Drama Media









`A must for teachers looking to put multi-modal teaching approaches into practice. It will inform and excite those who are looking for innovative ways to support pupils in developing their writing skills - TES magazine

List of figures
ix
Acknowledgements xiii
Introduction xvii
What are multimodal texts?
1(21)
Defining and describing multimodal texts
1(2)
Writing and multimodal texts
3(1)
Affordance and design
3(1)
Showing and telling
4(2)
What children know about multimodality
6(7)
Activity: Finding out what children know about multimodal texts
12(1)
Developing a vocabulary to describe multimodal texts
13(5)
Classroom account: Planning and making picture books with Years 1/2
13(5)
Activity: Talking about words and pictures
18(1)
Popular cultural texts and writing
18(2)
Summary
20(2)
The classroom as an environment for visual and audio-visual texts
22(9)
Reviewing provision
23(2)
Activity: Surveying multimodal text provision
23(1)
Activity: Evaluating multimodal texts
24(1)
Raising the profile of multimodal texts
25(2)
Activity: Surveying the profile of multimodal texts in the classroom
26(1)
Teaching multimodality
27(1)
Activity: Reviewing multimodal teaching
27(1)
Provision of digital resources
28(1)
Activity: Evaluating digital texts
28(1)
Reading and analysing visual texts
29(1)
Activity: Reading picture books analytically
29(1)
The environment of possibility
30(1)
Summary
30(1)
Planning and teaching multimodal and written texts
31(14)
Using the Multimodal Planning and Teaching Sequence
34(1)
Familiarity with the text type
34(1)
Capturing and recording ideas
35(1)
Planning and structuring
35(1)
Drafting, revising and proof reading
35(1)
Presenting
36(1)
Teacher modelling
36(1)
Using the sequence flexibly
36(8)
Classroom account: Designing and writing non-chronological reports in Year 5
37(7)
Summary
44(1)
Narrative
45(33)
Pictures in the mind
45(2)
Activity: Writing pictures
47(1)
Using word and image: becoming familiar with text types and capturing ideas
47(7)
Classroom account: Making illustrated play scripts in Year 2
47(7)
Starting from the visual: planning narratives
54(2)
Activity: Mapping narrative structures
56(1)
Flexible planning using pictures
56(7)
Activity: The backstory
58(1)
Activity: Developing character and dialogue
58(1)
Activity: Creating atmosphere and narrative tension
59(1)
Activity: Shaping ideas into episodes
60(1)
Activity: Heroic adventure stories
60(3)
Writing and film
63(2)
Pacing narratives
65(11)
Activity: Using frames to pace a narrative
68(1)
Classroom account: Making picture books for younger readers with Years 3/4
69(7)
Summary
76(2)
Non-fiction
78(36)
What is non-fiction?
78(1)
Composing non-fiction texts
79(1)
Designing information
80(13)
Classroom account: Making information leaflets with Years 3/4
80(12)
Activity: Analysing design
92(1)
Activity: Gathering information from words and images
92(1)
Scaffolds for non-fiction
93(6)
Activity: Making frames from websites
98(1)
Research from observation
99(6)
Classroom account: Researching in the school environment with Years 1/2
100(3)
Activity: Researching the environment
103(2)
Persuasive presentation texts
105(7)
Classroom account: Design presentations in Years 3/4
105(7)
Summary
112(2)
Poetry
114(28)
Narrative poetry: starting from images
115(10)
Classroom account: Using images for writing narrative poetry in a special school
118(6)
Activity: Narrative poetry using images
124(1)
Activity: Writing from illustrated narrative poetry
124(1)
Using film to inspire poetry
125(1)
Films without words
125(2)
Activity: Using a film sequence for poetry writing
127(1)
Poetry across the curriculum
127(8)
Classroom accounts: Poetry based on close observation of the natural world from Year 1 to Year 5
127(6)
Activity: Poetry across the curriculum
133(2)
Sound and image
135(3)
Classroom account: Presenting pictures and poetry with a Year 6 class
135(1)
Activity: Making poetry presentations
136(2)
Writing about poetry
138(3)
Activity: Adding backgrounds to poetry
140(1)
Activity: Writing from poetry and image together
141(1)
Activity: Tempting others to read poetry
141(1)
Summary
141(1)
Making progress in multimodal composition
142(35)
Writing development
142(1)
Differences between assessment and describing progress
143(2)
A framework for describing and assessing multimodal texts
145(1)
Examples of different combinations of modes
145(2)
Activity: Describing and assessing multimodal texts
146(1)
Activity: Discussing examples
147(1)
Example
1. Making a picture book: a multimodal text maker in the early stages
147(3)
Example
2. Writing a picture book drawing on a favourite film: an increasingly assured multimodal text maker
150(3)
Example
3. Writing an information book: a more experienced and often independent multimodal text maker
153(3)
Example
4. Writing a collaborative picture book: two assured, experienced and independent multimodal text makers
156(4)
Example
5. Making a collaborative presentation and writing individual stories: assured, experienced and independent multimodal text makers
160(4)
Reflecting on progress
164(1)
Moving multimodal learners on
165(1)
Activity: Moving children on as multimodal text makers
166(1)
What does progression in multimodality look like?
166(1)
Activity: Progress descriptors for multimodal composition
166(1)
Summary
167(10)
Whole-school policy for multimodal teaching and learning
177(13)
National developments
177(1)
Planning for classroom and school development
178(1)
Reviewing current practice and provision
179(3)
Innovating and developing
182(1)
Embedding and extending
182(5)
Describing children's progress
187(2)
Summary
189(1)
Resources 190(3)
Author Index 193(1)
Subject Index 194


She is a Past President of the Association and has recently retired from the University of Cambridge Faculty of Education where her interests in research and publication were mostly concerned with multimodal texts.
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