Creativity in Literacy (Years 1-4)
This is a three part series looking at creativity in story writing. We look at bringing stories to life through unplugged activities, moving into ScratchJr and then into digital storytelling.
You can skip through each part in the video by clicking on the relevant chapter or part.
- Part 1 covers how to use Kid Bots unplugged activity in literacy activities and computational thinking PO 1.
- Part 2 looks at an introduction to ScratchJr and ideas on how to incorporate into story telling and vocabulary, and concepts around CT.
- Part 3 includes ideas on tools for presenting and sharing - DDDO PO1.
Creativity in Literacy
Sound of a crackling fire
Text on screen: Kia Takatū ā-MatihikoDigital Readiness Creativity in Literacy Years 1-4
Slides on screen with Nicki Tempero, facilitator, voiceover.
Welcome to Creativity in Literacy for years 1-4. This is the overview of our recent webinars.
Text on screen: Nicki Tempero
I'm Nicki Tempero, I’m an accredited facilitator with CORE Education and I'm one of the many facilitators on the Kia Takatū ā-Matihiko Digital Readiness project.
Learning outcomes for the three part series are using kid bots to retell and create a story, to use a variety of media to retell stories, to develop an understanding of vocabulary for Computational Thinking and Designing and Developing Digital Outcomes.
As well as the series of webinars we are running we also have a variety of Pikau or toolkits on our website. The ones that we suggest for this series is Pikau two and three, computational thinking and what is designing and developing digital outcomes.
Also Pikau 5 - first steps in programming, and Pikau 11 - digital outcomes, and getting started with Progress Outcome 1.
In Session 1 we are going to be looking at Kidbots. In its most basic form it's giving and following instructions. In Kidbots we collaboratively work the students in groups of three. One person being the developer who writes a program of instructions to get from a starting point to objects on the grid. The second person being the tester, who gets instructions for the program from the developer and reads them out. The third person is the robot. The robot cannot think for themselves or speak they just do.
Kidbots can be just drawn on a piece of paper and recorded. It can be on a big grid on the playground regardless of what it is, it is recording instructions to get from the starting point to an endpoint. There is no particular way that the instructions need to be recorded; it can be arrows numbers, it could be words Forward, forward, forward or it could be FFF or 3F. Which is the same as writing the words. It depends on the age of your students and their understanding but as long as it can be read and understood.
Then when the students are ready start deliberate teaching and scaffolding of how to record with arrows and numbers.
Key points to look at when initially doing this is how did the student’s record the instructions, what was the vocabulary used. For example if they say go up, do they actually mean go forward. So it’s having a common understanding of the vocabulary that’s used.
Other key points to look at are, are the step by step instructions clear, was the process from designing through to testing and debugging the program clear? Can the students break down a big piece of instructions in to smaller chunks, and could they identify any patterns. And lastly, do the students recognise there are more than one solution get to an object.
Vocabulary is a really important part. We strongly suggest that you use the proper words and you don't create new words. Using decomposition, extraction and algorithms, you just use the correct word because it's easier through the transitions into the higher progress outcomes. Working with teachers and students to come up with the words and the possible meanings is good to have it, a clearer understanding as well.
A few discussion points, are there other ways to code this, can we create loops and patterns, different ways of recording and what does a robot assume while working through this. There’s an exemplar for computational thinking, teaching robots to dance, which is well worth looking at. From looking at kid bots through to ScratchJr.
Text on screen: Session 2
This is part two of our three part session in Creativity in Literacy.
In this session we will be looking at ScratchJr. There is the app, but it also is a web tool and you can see here on the side with the two links to those connections for you.
As we talked about earlier, we're looking at Progress Outcome 1. We're looking at authentic context, taking into account end users, looking at precise instructions, and giving instructions and identifying errors in them.
ScratchJr is a great little tool and it really doesn't matter if you're 5 years old or years seven and eight, there are so many different ways of using it, right from just getting the Sprite to move a few centimetres through to creating pick a path stories, creating a quiz. The limit is your imagination. It’s a great little tool.
In the first session we looked at kid bots, which isn't really just a one-off activity. There are so many different ways of using it, and just a great easy non-threatening way of introducing many of the concepts and vocabulary that is around for computational thinking. We've found that the more time students have to learn and experiment in kidbots means sometimes that the transition into using ScratchJr is just a little bit easier.
So what I'm going to do now is I'm just going to jump out of the presentation and I'm going to go into ScratchJr so you can have a little look at what it looks like.
(Opens ScratchJr on screen)
Here we go to the plus sign, and that takes us into Scratch. This is a Sprite and this is tic. Over here he is highlighted, so we know that any instructions will be for tic, so we just literally drag and drop to the box.
(Dragging and dropping boxes)
Now it's important for the students to be able to read what we have created and also to predict what's going to happen. So I predict he will to go forward, forward, forward, up, up and then down.
Now to get the little Sprite to move we use the flag, and when I push the flag up the top he will move. A few other points for you to have a look at and to explore. Up the top a little photograph gives you the backgrounds, so just by clicking on and selecting the tick the it will upload. You also have the ability to create your own. So my background is in, I can also create other characters as well. So on the left hand side, click the button over here... are a whole lot of all the characters that you can select and then use the tick.
There is also the capability of creating your own through the paint brushes. You can add to something that you've already selected or you can create your own Sprite.
If I just click back on tick there are the instructions I’ve given him. When students are ready to have a look at the instructions, say Forward Forward Forward could be the same as F3 times, that's looking at ways to reduce the code.
There is also an ability to add text, to reduce the size of your sprite, make it smaller, making it invisible also to add voice to whatever you're creating you can record your voice there. Also with the yellow blocks, you can add repeat and wait times, and then a red as you're stopping. So that is a very quick version of ScratchJr.
I'm just going to pop back into the presentation. Also here, we have a few pictures and ideas, and little clips, and some challenges about how you can use ScratchJr. We find that playing, for a start, gives students time just to play [and] experiment and see what happens, and then start bringing in little sequences of learning and some deliberate acts of teaching so that they can start recreating stories that they have written themselves, or stories from their reading, explaining maths concepts or anything that is authentic in their learning to help them.
Text on screen: Session 3
This is part three of the Creativity in Literacy series for years 1-4. During this session we're going to be looking at taking what we’ve done, any photos or videos we have taken, and then combining them into a presentation for sharing.
Progress Outcome 1, which is designing and developing digital outcomes. This goes through to the middle, to the end of level 2. So there's a considerable amount of work and thinking from beginning of level 1 through.
The main that we’re looking at, the main concepts, are authentic context, taking into account end users, developing, manipulating, storing, retrieving and sharing looking at any content that we create and looking at the devices in the purposes of the right device we have for the purpose. And identifying inputs outputs.
Just a reminder that Progress Outcome 1 is teacher-led as well.
Story boarding whichever form it takes. Here are a couple of snapshots of a couple. It is quite important, as we are going to the design process of what we are creating, that we're taking into account who the end user is and what we know about them, and also finding out anything else we need to know. Going through the process and looking at what happens at each stage whether we're uploading photos or videos or if we have to take any more photos and videos and what text we are adding, we’re adding audio. All of the planning we generally do just make things easier.
Particularly if you are in a situation where you have a few devices or even a lot of devices working collaboratively, is important to get lots of voice and ideas through. If you haven't got many devices going through this process so that when you are on a device it is focused and you have a plan.
It's important to point out that there are many free to use and modify images on the internet, Unsplash, Pixabay and the Noun Project are three that we use a lot. Its important for the students to know that any photo that they pull down off the internet generally isn't going to be free and modify and so also important that any photos of they take themselves or anything they pull off the internet from Unsplash, Pixabay or anywhere else that they credit the user.
From here down in the presentation there are lots of tools that we have used in many schools through Digital Technologies but also in digital fluency situations.
Draw and Tell is probably more suited to juniors. Padlet probably more for 3’s and 4’s. There's lots of different ways and options of how to use padlet. There are a few examples here you can click in and have a play. Book Creator is definitely one of the favourites that we're using many schools using the web tool gives you lots of options rather than the paid app. Sock puppets Puppet Pals - both really nice tools for importing your own photos and graphics and adding student voice. My simple slideshow, chatterpix is a nice easy once you use. PicPlayPost that of the upgrade from Pic Collage. Snapseed for creating photos with added text or manipulating the photos. iMovie.
Your challenge is to have a little play with some of these tools or pass them over to your students to have a play as well. Look at what you like, what and how they would use them and how you could incorporate two or three.
If you have any activities to share or questions to ask, Nga Kiriahi is our place for sharing and asking and answering questions in our professional community. We would love to see any examples. Love to see anything you create!
How to use this resource
View these slides to find out how the resource was developed and aligns with the digital technologies progress outcomes.
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