Workshop 3

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• Workshop 3
• READING AND WRITING
• MULTILITERACIES
• Key Premises
• Reading and writing multimodal texts involves
• additional skills and understandings for all
  learners.
• Rich and comprehensive literacy program
• incorporate new ways of engaging with and
  creating
• texts
•  

• Expected Outcomes
• Participants will have opportunities to
• Explore using digital technology in their
  setting
• Develop their understandings of how children can
  read and
• write multimodal texts
• Use the Multiliteracies Map to plan literacy
  experiences

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Interactive white boards and the rest. Using
technology experiences,problems solutions
Visit the TSOF website! www.tsof.edu.au
3.1
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• DVD Chapter Writing JP
• Activity page 71
• While you watch, think about the different
• ways children are operating as literate
• learners.
• Record on the Multiliteracies Map
• Discuss as a group

Print information about the Schmackos
experience is provided on pages 72-74
3.2
 
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Exploring the possibilities Creating multimodal
texts based on familiar texts.
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Based on the book The Very Hungry Caterpillar,
by Eric Carle
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In the light of the moon
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a little egg lay on the leaf.
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On Sunday morning the warm sun came up and pop!
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Out of the egg came a tiny and very hungry
silkworm.
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On Monday he ate through one mulberry leaf.
But he was still hungry.
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On Tuesday he ate through two mulberry leaves.
But he was still hungry.
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On Wednesday he ate through three mulberry
leaves.
But he was still hungry.
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On Thursday he ate through four mulberry leaves.
But he was still hungry.
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On Friday he ate through five mulberry leaves.
But he was still hungry.
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• On Saturday he ate through
• One leaf
• Two leaves
• Three leaves
• Four leaves
• Five leaves

That night he had a stomachache!
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The next day was Sunday again. The silkworm ate
through one nice green leaf and after that he
felt much better.
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Now he wasnt hungry anymore- and he wasnt a
silkworm any more. He was a big fat silkworm.
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He built a small house, called a cocoon, around
himself. He stayed in there for more than two
weeks. Then he nibbled a hole in the cocoon,
pushed his way out and
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became a big white moth.
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Eggs
Silkworm
Silkworm moth
Spins a cocoon
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Exploring the possibilities page75 Creating
multimodal texts based on familiar
texts. Information on How To using Power Point
3.3
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• Planning for multiliteracies
• Activity page76
• Work with a partner to integrate multiliteracies
  into your planning
• Use the Multiliteracies Map to consider
•  The functional skills and opportunities children
  will
• need
•  How you will help them make meaning and connect
• with prior knowledge
•  How they will be supported to be critical
  analysers
• Opportunities you can provide for learners to
  use
• their new knowledge

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Professional Reading Design Elements for
Multimodal Texts pages 79 -84
Degrees of modality
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Summary Workshop Outcomes Participants will have
opportunities to  - Develop understandings of
how children read and write multimodal
texts   - Explore using digital technology in
their setting   - Use the Multiliteracies Map to
plan literacy experiences

• Inquiry Questions
• How can I establish an environment that supports
  children to
• engage with multiliteracies to enhance their
  learning?
• What can I go away and try?
• What management issues need to be considered
  /resolved?

3.6