ecl310zea2017-blog

[ecl310zea2017-blog]

Upon searching #picturebooks I found that many people like to create drawings perhaps based on or aspiring to become picture books. This interested me as I love that the idea of a picture book is predominantly based on the idea of passion to create artwork. And furthermore, that a person can create a piece of work and say 'i would like to base a picture story book around this idea'. While I did not see many posts about actual picture books, save for one that was advertising a new books release, i did find that many artists like to recreate scenes from texts from their perspective. This spurred on thoughts of how I could incorporate this into my classroom. Could the idea be used to explore differing perspectives? This is something I look forward to employing in my further teaching exploration.

Prompt 8

Research a #hashtag

Your task for this prompt is to do a search, on TUMBLR, of #picturebooks.

Type in #picturebooks to the search panel, and then have a look at the numerous TUMBLR posts that include that hashtag that are shown.

We want you to find something and share!. You may find the details of a new picture book being released, you may find a discussion or information regarding an obscure, or famous picture book. If you see an interesting hashtag in one of the posts you may like to follow that.

We ask you to reflect and report back on what you have found interesting when you have research #picturebooks. You may choose to follow some TUMBLR sites and recommend these to others. 

Please hashtag #ecl310deakin, and #ecl310prompt8 and #picturebooks at the end of your response.

Happy Hashtag Hunting

[ecl310zea2017-blog]

CREATE: How might Albert design a new sign, flyer or menu to help support and advertise the family business?

EVALUATE: What do you think about Albert's attitude towards his heritage? Why does he feel this way? Have you ever felt this way about something?

ANALYSING: How does Albert and his family compare to a fake watch? Why does he think this?

APPLYING: Have you ever moved to a different country or place? Do you know anyone that has moved to a different place like Albert has?

COMPREHENDING: What is a fake aussie? What factors does Albert use to define who and who is not a 'real' aussie? Are Albert's ways of defining a fake aussie correct or true?

KNOWLEDGE AND REMEMBERING: Who are the people that used to greet Albert with the traditional Thai greeting and with hands bowed?

Prompt 7

First you need to look at the cover and back page of Thai-Riffic, and read the first three pages, which are all include here.

Your task is to use Bloom’s Taxonomy above, and create questions from the prompts on the left of the image, here they are.

CREATE - ‘How could we add to, improve, design, solve…? 

EVALUATING - What do you think about….? what are you assessing?

ANALYSING - What is the evidence for?

APPLYING - What other examples are there?

COMPREHENDING - What do we mean by …..,  explain.

KNOWLEDGE AND REMEMBERING - Who? What? How? Why? When?

Try as many different types of questions as you like.

[ecl310zea2017-blog]

The video I have chosen is 'Meet Uluru's Traditional Owners'. As this video is about a sacred place being taken away from the Anangu people we will be focusing on how we feel when something of significance is taken away from us. As a frontloading activity each student will be required to express a object or place of significance to them. They will then be asked to draw or write about the object or place. Next the teacher will take away all the students drawing or writing and say that they will never be allowed to visit these places or use these objects again. This will help explore the heartache that the Anangu people experienced. We could then read the picture story book 'The Little Refugee' by Anh Do. this story gives another perspective of how people can be ripped away from a place of significance.

Online materials.

Prompt 6

splash.abc.net.au

I would like you all to have a look at the fantastic teacher materials on this website.

For this weeks reflection, I would like you take a look at one of the many grade 5 and 6 videos. You can check the grade 5 and 6 boxes, as well as the video box, down the left hand side.

After watching one of these indigenous related videos, describe how you might use this particular video in the front loading of a literature unit based on an Australian and Torres Strait Islander book. You may choose any of the video’s, and you don’t have to match it to a particular book. For this purpose you don’t need to have a specific book, but if you do know one, then that would  be great,

good luck

The ECL310 team

Keep reading

[ecl310zea2017-blog]

1. No food in sight, no strength to carry on. As i looked through the transparent window and gazed upon the cold night of silence, I realized I feel so hollow that its as if I had died.

2. People with too much taking it for granted, people with nothing fading into the background.

3. Another frontloading activity is the use of the front picture to imagine what we may feel like if we were in that environment. From here we can infer what the ideas surrounding the text may be. We could do a five senses response where we think about what we may see, hear, taste, feel and smell. This will help students immerse themselves in the environment that may be discussed in the text.

PROMPT 5

Welcome back to those that have been on placement, and to everyone else. This weeks seminar involves the powerful children’s picture book Dust. First, I would like you to write a sentence using every word in the Wordle attached to this post. Many of you have already done this in seminars, you can just re-use the possible sentence you have already written, or add in a new one. The entire book is available to be read, in the week 6 seminar file on Cloud.

Second,  I would like you to re-write the sentence for the attached image of the food being placed in the rubbish bin. Just one sentence, but it can be a challenge as you already know what the sentence is!

Both of these great front-loading activities were devised by Marsha Dickins and are two of several that were modeled in the seminars. Finally, for a third reflection, can you briefly describe another short ten-to-twenty minute front-loading lesson you may do, before the book is read.

Good luck!

#savethechildren

[ecl310zea2017-blog]

On placement I did not like how the reading groups were conducted, i understand that the teacher likes to have a guided reading group every session but I don't understand how some groups were left to work too independently and we're left doing completely unrelated work to the task. This mostly resulted in students playing games on their ipad, however, the teacher would not know because she is conducting the guided reading. I did like how to independent reading was used to calm the students down straight after an exciting event such as lunch or specialist classes, this worked well to being the students back into the classroom and get everyone settled.

In terms of writing I saw mostly positive learning processes, everyone in my grade four class looked forward to writing sessions and there was both a procedural writing and free choice writing block. The procedural was more report based and summarising based types of writing while the fresh choice allowed students to talk about their own interests and ideas. The free choice writing definitely got some amazing and imaginative stories. I really enjoyed reading some pieces that were also influenced by the other writing sessions, it really demonstrated how the students made a connection to the previous lesson.

PROMPT 4 

PLACEMENT REFLECTION

Now it is time to reflect on placement and literacy.

If you were not on placement recently you must write about a good and not so good literacy experience you have had in a classroom.

Those who were on placement have the same task, tell us what you liked and what you did not like when you were on placement and try and discuss reading and writing at least once.

It would be wonderful if you could include an image of something you saw during placement, but we understand that many of you will be reading this after placement, see how you go. A photo of the school would also be very interesting to your assessor, PLEASE DO NOT include the images of children and their faces.

And it would also be great for you to share what the kids were reading, what are the popular classroom novels in our schools.

From all of us, we do hope you had a rewarding and challenging round and hope you are more determined than ever before to complete your studies and become a great teacher.

Regards from the ECL310 team!

[ecl310zea2017-blog]

This is a sample of a grade twos hand writing that depicts the weekly schedule for specialists at school. Since it is not a piece that has the flow of a story or recount I will be focusing on conventions as it is clear that this is an aspect that could be improved. While some letters are capitalised, others are not. Library and music do not have capital letters at the start, however the other words do. The m in computers is either capitalised or has been written out of proportion.

[ecl310zea2017-blog]

Unfortunately i have never had the chance to make any posters during placement, however I did notice that there were plenty of posters up in my grade four classroom that were excellent in helping students with work. Many of them reflected on the writing process as it was a big focus at the time of my placement. They worked great in helping the students as a point to look back on for help. During my schooling I recall making a classroom display of a diorama. it depicted dinosaurs made out of origami and a mountain made out of painted expandafoam. I don’t have any pictures of it but i remember it being a really engaging experience, its definitely something that has stuck with me for all these years.

[ecl310zea2017-blog]

Personally, I cannot recall being read to very much during primary school. Its a shame because I did love to read and I think I would have loved being read to in class, especially since going through placement i know that teachers read in a such an animated and expressive voice. So it can really help with how students understand a story and what they take away from it. When I have a class of my own i know that i would take all the opportunities available to read to them, its just a great way to bring the class together. During placement I was able to read to my grade fours and was delighted to find that although they are older than all my other previous placement classes, stories captivated them all the same. 

Prompt One

ECL310

When I was in grade three I remember my teacher reading to the class Charlie and The Chocolate Factory by Roald Dahl. We sat in silence absorbing every word, it was fantastic!. The teacher read Roald’s next book Charlie and The Glass Elevator as well and it was also a big favourite. Years later I was lucky enough to be teaching my own grade 3 and 4′s when the Harry Potter series came out. Once again a class sat in silence absorbing very word as this time I read the novel to the grade.

For your reflection this week we would enjoy discovering your memories of being read to. Preferably this would come from your own classroom experiences, otherwise, it can be a reflection on what a parent read to you, or if that doesn’t fit, you can share what you would like to read to a class when you have the chance.

All of the ECL310 team look forward to sharing in this,

be creative, make a video, a Wordle, a sound recording, a cloze activity, anything you like!

Good luck!

The ECL310 team!