`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. `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 opportunities 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. Why are visual approaches to literacy important? Children's 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: o The design of multimodal texts and the relationships between texts and images. o How to build a supportive classroom environment for analysing visual and audiovisual texts, and how to teach about reading images. o How to plan a teaching sequence leading to specific writing outcomes. o Examples of teaching sequences for developing work on narrative, non-fiction and poetry. o Formative and summative assessment of multimodal texts, providing levels for judging pupil development, and suggestions for moving pupils forward. o How to write, review and carry out a whole school policy for teaching multimodal writing. CD-Rom material for the book is included and contains a range of examples of children's 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.

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