Children's literature studies by LilM

Activity 6 Visual features of textVisual features of texts offer another dimension to the text as meaning is derived from the images as they connect to the words written on the page. A relationship between the words and images communicates meaning and other relationships between the reader, author, illustrator and the image itself are established in the quest to create and contextualise meaning. Winch et al (2010) establish that visual literacy conveys a message and understanding is gained in the context orchestrated by the author and illustrator. Colour and tone depict the destruction and sense of loss and helplessness in the story.

Childrens Literature Studies ESH305

Task 1Joyce, W. (2012).The fantastic flying Books of Mr. Morris Lessmore. New York: Atheneum Books for Young Readers.

Activity 5Language featuresThe language features in this book incorporate syntax, semantics and graphophonics manipulating the relationship between words and meanings through sounds of words, alliteration and the use of similies, adjectives and assonance. Children’s literature offers an opportunity to explore the richness of the English language and how it can be manipulated to create meaning and instil an emotive response from the reader, (Winch, Johnston, March, Ljungdahl & . Holliday, 2010). Repetition offers an opportunity to predict what is going to occur, however in this context the author is using repetition to reiterate the loss and displacement of the main character, Morris. "He didn't know what to do or which way to go. So he began to wander. And wander." (Joyce, 2012).Repetition is used as a tool to keep the tension and suspense of the story going, and the reader is alerted to the presence of loss and helplessness.Joyce (2012) uses alliteration and imagery to add playfulness to the story. A change has occurred and the story takes a turn. "Then a happy bit of happenstance came his way," and "She was being pulled by a festive squadron of flying books." (Joyce, 2012).Children’s literature offers an exploration of language where children come to understand and know about verbal communication, (Winch et al., 2010). Predictability of the text creates a familiarity and connection to the story as the rhythm of the words through alliteration imprint on the working memory and auditory memory making the experience an auditory, visual , verbal and cognitive process. Alliteration allows the child to practice and feel the formation and sounds of the word, creating a vicarious and participatory experience,(Winch et al., 2010).

Task 4Quality Children's LiteratureThis beautiful book has the components that warrant and represent quality children's literature. A narrative that is aesthetically pleasing incorporating visual language, rich vocabulary and communicates meaning. 'Children's literature provides opportunities for connection and depth of understanding as the reader makes text-to-text and text-to-self connections,' (Nikolajeva, 2010). The language features, visual imagery and descriptive narrative combine to create an eventful, thought provoking and enjoyable read. The multimodal features of the text provide alternate avenues to explore the text there is an app and a motion picture film. Such offering caters for all types of learners such as visual and kinaesthetic where interactivity is available. Link can be found Here.'Children's literature and the picture story book posess the fundamental and integral purpose of learning about language, about the global world and about self', (Winch et al., 2010).

Colour and tone utilised in this image. Morris is depicted in black and white positioned behind the fence. The fence is in colour as is the friendly book. Morris is positioned looking beyond the fence, averting the reader's gaze. The meaning conveyed is behind Morris there is nothing however beyond, over the fence there is possibilities and adventures, a new identity perhaps and hope.

Time is depicted well in the story. Images of Morris reading and enjoying his passion through the days, months and years.

Task 2Audio record part of story

Activity 3video outline of the story

Open Minded Portrait. Students choose a character from the story and record what the character is thinking. On the other side the student writes what the reader is thinking. Draw the character first, then write the character's thoughts. The alternate side has the reader's thoughts recorded.

Compare opinions about characters, events and settings in and between texts (ACELT1589)

Readers glove activityStudents re tell the story using a tracing of their hand. Beginning, Middle and Ending.

ReferencesAustralian Curriculum Assessment Reporting Authority (ACARA), (2013). The National curriculum: English year 2. Retrieved from: www.acara.edu.au/curriculum_learning_areas/English.Joyce, W. (2012).The fantastic flying Books of Mr. Morris Lessmore. New York:Atheneum Books for Young Readers.Morris lessmore desolate image. (2012, July). NPR Online. Retrieved from http://fullersferrets.files.wordpress.com/2012/07/9781442457027-4.jpgMorris Lessmore Seasons Image. (2012, May). NPR Online. Retrieved from http://kidsipadbooks.com/files/2012/05/fantastic-flying-books-of-mr-morris-lessmore-review-21-493x277.jpgWinch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2010). Literacy: Reading, writing and children's literature (4th ed.). South Melbourne, VIC:Oxford University Press.