Task 1
Getting knowledge ready is an activity used by effective readers (Munroe, 2011). When students come to the classroom, they bring along with them prior knowledge and social/cultural beliefs about related topics. Researchers believe that teachers will get a better result with learners if they combine concrete, pictorial and symbolic materials while preparing learning activities (Marsh, 2009, p.24). To get knowledge ready, students will view an image (Making meaning with texts). Each group will be asked to;
• visualize the topic
• describe what the words remind them of by constructing sentences
• suggest questions that the words might cause them to ask.
One of the aims of the Australian National Curriculum is to expose students to multi-modal text types so that as successful readers they have the ability to break the meaning behind the dynamic forms of texts and are able to produce text in print form, audio-visuals, symbols, images, graphs and/or a combination of most of these forms. Students will read the following books and watch the videos of the texts that show the importance of saving energy, environmental awareness (Breaking the codes of text) and what they can do to be more eco-friendly (What does this text mean to me?).
What If We Run Out of Fossil Fuels? By Kimberly M. Miller
The Boy who Harnessed the Wind By William Kamkwamba
Energy Alternatives Edited By Laura K. Egendorf , Bonnie Szumski & Helen Cothran
After reading the books, students will develop a vocabulary bank with at least 15 new words they encounter, take notes and use this information to present information in a poster about ‘Sustainable Energy.’ They will write the meanings and synonyms of the new words. They will use 10 new words in sentences to construct a paragraph on ‘Sustainable Energy” on the computer (Working with purpose of texts).
This activity will assess students’ ability to:
➣ comprehend and gather information presented on a poster.
➣ use print and visual elements to construct a multimodal text.
➣ help them with planning and publishing skills for making an informative poster.
➣ improve students’ language use
➣ engage them in active learning rather than being passive recipients of learning.
➣ The code breaking practice, together with the four other practices, will enable students to overcome the first reading need identified (Investigate images, texts in advertisements and multi model texts).
Getting knowledge ready is an activity used by effective readers (Munroe, 2011). When students come to the classroom, they bring along with them prior knowledge and social/cultural beliefs about related topics. Researchers believe that teachers will get a better result with learners if they combine concrete, pictorial and symbolic materials while preparing learning activities (Marsh, 2009, p.24). To get knowledge ready, students will view an image (Making meaning with texts). Each group will be asked to;
• visualize the topic
• describe what the words remind them of by constructing sentences
• suggest questions that the words might cause them to ask.
One of the aims of the Australian National Curriculum is to expose students to multi-modal text types so that as successful readers they have the ability to break the meaning behind the dynamic forms of texts and are able to produce text in print form, audio-visuals, symbols, images, graphs and/or a combination of most of these forms. Students will read the following books and watch the videos of the texts that show the importance of saving energy, environmental awareness (Breaking the codes of text) and what they can do to be more eco-friendly (What does this text mean to me?).
What If We Run Out of Fossil Fuels? By Kimberly M. Miller
The Boy who Harnessed the Wind By William Kamkwamba
Energy Alternatives Edited By Laura K. Egendorf , Bonnie Szumski & Helen Cothran
After reading the books, students will develop a vocabulary bank with at least 15 new words they encounter, take notes and use this information to present information in a poster about ‘Sustainable Energy.’ They will write the meanings and synonyms of the new words. They will use 10 new words in sentences to construct a paragraph on ‘Sustainable Energy” on the computer (Working with purpose of texts).
This activity will assess students’ ability to:
➣ comprehend and gather information presented on a poster.
➣ use print and visual elements to construct a multimodal text.
➣ help them with planning and publishing skills for making an informative poster.
➣ improve students’ language use
➣ engage them in active learning rather than being passive recipients of learning.
➣ The code breaking practice, together with the four other practices, will enable students to overcome the first reading need identified (Investigate images, texts in advertisements and multi model texts).