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Contemporary Literacies & Contemporary approach to literacies
The affordance of different modes in communication
Contemporary Literacies & Contemporary approach to literacies
The affordance of different modes in communication –Written text
Contemporary Literacies & Contemporary approach to literacies
The affordance of different modes in communication –temporal and ubiquitous advantage
Contemporary Literacies & Contemporary approach to literacies
What are contemporary texts?
Voice Sounds movement
Images gestures
Spatial Temporal text
Ministry of Education(2006) of Ontario,
Canada, has
incorporatedmultimodal texts intothe curriculum foryoung children as earlyas at stage one (p. 45).Multimodal texts arereferred to as mediatexts in the curriculum,and are introduced inthe English Curriculumguide as one of fourstrands: oralcommunication,reading, writing andmedia literacy.
In the UK, a new
primary curriculum isbeing reviewed and thiswill be implemented in2011. “ Viewing ” , isdefined as a skillnecessary forunderstanding andresponding toinformation, and“ broadcasting ” isidentified as one of thekey skills required topresent ideas andopinions. (Departmentfor Children schools andfamilies UK, 2009).
Australia has a long
history of incorporatingmultimodal texts intothe context of Englishlearning (CurriculumCorporation., 1994; NewSouth Wales Board ofStudies, 1998). In therecent outlinedAustralia NationalEnglish Curriculum,systematic explorationand production ofmultimodal texts havebeen introducedthroughout the schoolyears (NationalCurriculum Board,2008).
MOE Singapore has
also introduced newEnglish LanguageCurriculum in 2010 forprimary and secondaryschools to beimplemented from 2010.In the new curriculum,viewing and representingskills are introduced asreceptive and productiveskills to incorporate awide range of literacyinformation/functionaltexts (Singapore, 2010)
There is an acknowledgement that the English Curriculum has to evolveaccording to the changing world to prepare children for theopportunities and challenges of life in the 21st century.
Entertainment
PassiveFor enjoyment
Short-livedDoes not require relevance
Escape from problemsUsing the creativity of others
Engagement
ActiveFor learning
Long term resultsMeaningful and applicable
Solving problemsUsing the creativity of the
participants
Joyce Morris, who has died aged 93, was a tirelessworker for the better teaching and learning of literacy.She influenced generations of children through herinput to the pioneering BBC television series Look andRead (first broadcast in 1967) and Words and Pictures(from 1970), and her Language in Action series of initialreading books (1974-83). Both were informed by heranalysis of the phonetics of English – a system that shedubbed Phonics 44, published in 1984 but devised muchearlier – and by a keen appreciation of how to makereading appealing to young children.Joyce argued that English orthography is highlypatterned. Only a relatively small proportion of wordsdiverge completely from conventional patterns. The vastmajority of words can be recognized and spelled byapplying the alphabetic principle of phoneme-graphemecorrespondence and a knowledge of the statisticalprobability of sound-symbol relationships in English.Language in Action included both realistic and fantasystories, in a variety of settings, and simple informationbooks written by a team of talented authors andillustrators working to Joyce’s brief.
Syntax
A sentence is a grammatical unitconsisting of one or more words thatbear minimal syntactic relation to thewords that precede or follow it.
Phonics –44
English Words
Spoken Written
24 consonant sounds 21 consonant letters
20 vowel sounds 5 vowel letters
--------------------------------------------------
44 speech sounds 26 alphabet letters
a l
mb
n
o
p
q
r
t
s
u
c
v
d
e
f
g
h
i
j
k
w
x
y
z
bl
fl
cl
br
sl
pl
cr
gl
fr
dr
gr
pr
tr
sc
sm
sn
sw
tw
lf
lk nd
ld
lb pt
xt
mp
sk
sp
st
dd
gg
ll
nn
lm
ln
lp
lt
ct
ft
nt
ss
tt
zz
ff
ck
ng
sh
th
nk
th
ai
ea
ay
ee
i-e
ie
o-e
y
igh
oo
ew
u-e
ue
oo
aw
or
au
al
ir
ou
ur
er
ow
oi
air
oy
are
oa
ore
ear
a-e
oe
ar our
oor
ure
eer
ere
ch
er
a
b
c
d
e
f l
g
h
i
j
k
m s
r
q
p
n
x
w
o
v
u
t
y
z
/æ/
/b/ /h/
/ l /
/ //k/
/e/
/f/
/z/
/j/
/ks/
/w/
/v/
/t/
/s//m/
/n/
/r/
/g/
/p/
/kw/
/d/
/k/
/ i/ /Λ/
/ dз/
a tfl
fl i p
ac mp
or mp
Initial blends
Final blends
Double consonant sounds
Digraphs
eb ll
ob ss
ish p
is nk
ai
ay
a-e
t eaPhonograms
mai
ays
Initial blends
Final blends
Double consonant sounds
Digraphs
a ebl m
a esh k
Brother, father
Toefl , fancl
Tackle
Towel, hostel
Fast
Clerk
Got/pot
Little, litter
head, again
Quay
Three, tree
Forever
Coconuts
Of, off
sharpener
magnet
croissant
muesli
practised
basket
Wasted
method
beat bit
sad sat
home, aim
chef ,example
fat, Wednesday
clap , egg, leg, hand
market, again,
umbrella
plumber, bomber
moon book
knife, knob
caught, lounge
Debt, sharpener
their, aeroplane
flour, flower
tortoise
MELS introduces…..Six essential parts in English language learning
A to Z-Words & Images
-Words & Sounds
-Words descriptions
-Phonics sounds (Single letters)
BASIC READING-Words & meanings
-Basic reading
-Responsive conversations
-Phonics (CVC)
CRITICAL READING-Words & meanings
-Critical reading
-Phonics (Phonograms)
-Expressive conversations
-Grammar
EXPRESSIVE LEARNING-Words & meanings
-Contextual reading
-Responsive conversations
-Phonics (Blendings)
COMPREHENSIVE READING-Words & meanings
-Critical reading
-Phonics (Phonograms)
-Expressive conversations
-Grammar
SYNTAX-Words & meanings
-Sentences reading
-Form sentences with words
-Non-phonic words