Nonlingustic+representations

An example of a non linguistic representation Parts of speech concept map (done using webspiration) How would you teach kids to do this?


 * Created by Claire Feain, Tory Earle, Jane Milton: 20/3/2012**
 * || **Mini lesson: teaching themes with non-linguistic strategies** ||  ||   ||
 * **G** || To understand a theme in a given text eg. violence. ||  ||   ||
 * **A** || Show a violent image such as the Twin Towers being bombed. Think, pair share about why the image is violent and where we see violence in our daily lives. ||  ||   ||
 * **N** || Read a passage from the text that relates to the theme. ||  ||   ||
 * **A** || Using wallwisher.com students are to post a youtube clip or an informative article and comment briefly about how it relates to the theme of violence. [|Wall Wisher] ||  ||   ||
 * **G** || Comment on one other person's post and make a link between that post and the text. ||  ||   ||


 * || **Mini-lesson: teaching proofreading using Googledocs** ||
 * **G** || To improve the quality of your work through proofreading and editing, using Googledocs. ||
 * **A** || Show students a gramatically incorrect paragraph that makes little sense. Ask students why it is important to proofread your work and how meaning can be lost if grammatically incorrect. ||
 * **N** || Show students the editing code that they can then use. ||
 * **A** || Using Googledocs and the editing code students give feedback on another student's work.[|Google Docs] ||
 * **G** || Students look at the feedback they have been given and use it to improve the quality of their work. ||


 * || **Mini lesson: Picturegraph Summary** ||
 * **G** || To make meaning of a section of the text using images. ||
 * **A** || Look at images in a picture book, to see how a text is created with images. This can also happen using a short film. ||
 * **N** || Read relevant passage of text. ||
 * **A** || Students need to draw the sequence of events which happen in the passage. Students are NOT allowed to use words. ||
 * **G** || Students need to explain to the person next to them their images and how they represent the passage. (Think, Pair, Share- at end) ||