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Standard 7: Multimodal Literacy

Students will acquire, refine, and share knowledge through a variety of written, oral, visual, digital, non-verbal, and interactive texts. 

READING: Students will evaluate written, oral, visual, and digital texts in order to draw conclusions and analyze arguments.

10.7.R.1 Students will analyze techniques used to achieve the intended rhetorical purposes in written, oral, visual, digital, non-verbal, and interactive texts to generate and answer interpretive and applied questions to create new understandings.

Student Actions 

Teacher Actions 

  • Students will examine the techniques used by creators to achieve the intended purpose.
  • Students will generate new understanding from all varieties of texts by using text-dependent, thematic, inferential, open-ended, or opinion questions.
  • Students will ask insightful questions regarding print and non-print text.
  • Teachers provide examples of various media formats.
  • Teachers show students various techniques creators use. 
  • Teachers provide opportunities for students to annotate or take notes over various media formats. 
  • Teachers provide opportunities for students to ask questions about various media formats.
  • Teachers provide opportunities for discussion about various media formats.

Supporting Resources 

Teacher Insights 

Defining Multimodal Literacy by Dr. Craig Hill (video)
  • A multimodal text combines two or more variations of communication through either linguistic, visual, audio, gestural, or spatial means.

    • Examples of multimodal texts include picture books, web pages with audio or video, or a live performance of a play.

  • A creator’s intended purpose can take many forms. For example, propaganda or advertising will be manipulative while informative writing will be more straightforward.

  • An interpretive question involves close reading and drawing conclusions based upon the reader’s interpretation of the information in the text.

    • These are not answered with opinions; rather, they require the understanding of clues within the text.

    • Example: What is the author’s purpose?

  • Applied questions are predominantly opinion questions usually connected to the real world. These questions can be difficult to assess since there is not a right or wrong answer, but the students need to have textual support for their opinion.

    • Examples: What impact does this text have in your life? How would this text be different if an audio component were added?

Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.

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