Composing written and visual texts

Code Breaker

The students drew pictures or completed a written planner to organise their ideas prior to writing.
From this visual or written planner they constructed their written text using their developing skills
to encode text i.e. recording sounds in sequence when writing unknown words, constructing a
series of sentences that were grammatically correct and placing these sentences in a sequential


Drawing visual images to support published work
When drawing mages for their narrative texts the students
came to understand that by saving the original image twice
or three times theycould change aspects of their original
image e.g. facial expressions ensuring the key aspects of
the characters remained the same throughout i.e. clothes, hairstyles while changing other aspects added meaning to
the published text. e.g. in the published text the zookeeper
asks the manager if the monkey could be sent to another
zoo. Clearly it was sent to the Australian zoo as the welcome sign on the visual image implies.

The images the students drew were ones that the reader could easily recognize and identify with.

Meaning Maker

The students were able to make appropriate vocabulary choices based on the genre they were writing within e.g. Using descriptive language for effect when writing narratives or personal recounts, the use of technical information when writing reports or explanations.
hanbin15a.jpgThe children were able to use a series of images using KidPix
to support their written text. By doing this they were able to demonstrate their understanding of the relationships between
text and illustrations. The type of illustrations they drew reflected the genre they were creating e.g. for reports and explanations
they drew diagrams and labeled them, for narratives and personal recounts they drew a series of images.


Text User

The students came to understand that the different texts they created provided different purposes and that the differing purposes shaped the way the text was constructed e.g. Information reports to inform the reader. These contained factual information and these facts were grouped together. In comparison narratives were used to entertain the reader.

The students were also able to apply this knowledge when reading a text constructed by others e.g. knowing that a report would contain factual information that could be organised


The students were able to apply the knowledge they had gained from finding out and writing about the water cycle to create badges that they shared and talked about at a junior syndicate assembly and took home to share with their families.
In making the badges the students chose an appropriate format to convey a simple yet powerful message about the importance of water conservation.