Composing+written+and+visual+texts

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 order.
 * ** __Composing written and visual texts__ ** ||
 * = **__Code Breaker__** = ||  ||
 * The students drew pictures or completed a written planner to organise their ideas prior to writing.



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.
 * Drawing visual images to support published work**

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

|| ||
 * **__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 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. http://helenrennie-younger.wikispaces.com/Week+9 In making the badges the students chose an appropriate format to convey a simple yet powerful message about the importance of water conservation. || ||