Spanish Language Arts and Reading.4.9.F

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The student is expected to

recognize characteristics of multimodal and digital texts.

Artes del lenguaje y lectura en español.4.9.F

Se espera que el estudiante

reconozca las características de los textos multimodales y digitales.

SLA multiple genres strand teks talk image

Knowledge and Skills Statement

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

Considere juntar las expectativas 4.9.A y 4.9.F y evaluarlas juntas. Con la expectativa 4.9.A, los estudiantes demuestran comprensión de las características que distinguen a la literatura infantil más conocida, tal como son los cuentos populares, las fábulas, las leyendas, los mitos y los cuentos exagerados. Coloque a los estudiantes en pequeños grupos y pídales que escriban un cuento popular. Asígnele a cada grupo una forma particular de entrega. Algunos ejemplos pueden incluir una grabación de audio de un estudiante leyendo el cuento, una representación teatral en vivo, una canción, un documento electrónico que incluya enlaces y elementos del programa de cómputo o un video describiendo el cuento popular. Conforme los grupos comparten sus cuentos con la clase, pídales que identifiquen las características específicas del género que están presentes en sus cuentos. Luego, pídales a los estudiantes que discutan los distintos tipos de modalidades usadas para presentar los cuentos.


Further Explanation

Los estudiantes deben ser capaces de identificar y explicar las características que distinguen a los textos multimodales, tales como las combinaciones de escritura, sonido, imágenes fijas y animadas dentro de la presentación de un cuento popular. Asegúrese de señalar cómo algunos grupos usaron más de una forma de entrega. Sería útil la creación de un póster de referencia que incluyera cada modalidad de entrega y las características que definen a cada una.

Students are expected to have a clear idea of the particular attributes of a variety of text types. For example, students should identify and explain the distinguishing characteristics of multimodal texts, such as the combination of more than one mode of communication in a single text. This may include a combination of writing, sound, still images, or moving images. Multimodal text can be presented in various ways, from paper to a live theatrical or dance performance.
Students are expected to have a clear idea of the particular attributes of digital text. Digital text is an electronic version of written text that can be accessed using various equipment such as hand-held devices or computers. By its very nature, digital text is often easier to change or customize in response to the needs of diverse learners. Digital text might include features, such as embedded video or images, hyperlinks, or the ability to interact with it.

Research

1. Yamac, A., & Ulusoy, M. (2017). The effect of digital storytelling in improving third graders' writing skills. International Electronic Journal of Elementary Education. [S.l.], 9(1), 59–86.Retrieved from https://iejee.com/index.php/IEJEE/article/view/145

Summary: Researchers investigated the effects of digital storytelling in improving the writing skills of third grade students in rural primary schools. Students' writing performance was measured before and after the teaching. Results of this digital storytelling process showed learners' progress in word choice, fluency, and writing quality; students also showed improved interactions and increased motivation to write. Researchers determined that the opportunity for digital storytelling allowed  students to create meaning through multimodal texts, comprehend the nature of multiform texts, and develop their technology, information, and visual literacies.

2. Batson, J. (2014). Postmodernity and oral language learning. Practically Primary, 19(1), 39+. Retrieved from https://link.galegroup.com/apps/doc/A361713108/PROF?u=tea&sid=PROF&xid=0dc50066

Summary: The article argues for the increasing need for schools to support conversational skills in the digital age and provides ways to build opportunities for social communication in the classroom.

3. Tainsh, N. (2014). Going south with Sophie Scott: A journey into oral language. Practically Primary, 19(1), 31+. Retrieved from https://link.galegroup.com/apps/doc/A361713105/PROF?u=tea&sid=PROF&xid=ebafcfb7

Summary: The author examines the value of students' classroom discussion for oral language development. As a collaborative activity, students were required to adapt an assigned story into a multimodal format, which encouraged a "wide range of immediate, complex, and unplanned oral language" discussions as students had to "express views, justify ideas, negotiate, evaluate and collaborate to produce their planned oral scripts."

4. Larson, L. C. (2010). Digital readers: The next chapter in e-book reading and response. The Reading Teacher, 64(1), 15+. Retrieved from https://link.galegroup.com/apps/doc/A237732988/PROF?u=tea&sid=PROF&xid=fe8547d6

Summary: This is a classroom study, with the results focused upon two second grade students' response to an ebook recommended for grades 2–4. The study examined five categories of response, including understanding based upon retelling, character identification, questioning, answering, and response to the text. The study considers the benefits of reading a digital text over standard texts, considers implications for the classroom, and guidance to teachers in the use of digital texts.