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Post 8
What I found through the hashtag #picturebooks was the announcement of the new illustrated text “COWBOY CAR” by Jeanie Franz Ransom. The post was published in early 2017, and the book has since been published in April. The book is about a car named Little Car which dreams of being a cowboy and chooses to pursue his aspirations by heading “Out West” despite what other think of his wishes (ovinedelcu 2017). The book follows Little Car’s journey to see if he is capable of achieving the title of a cowboy (ovinedelcu 2017).
By the looks of the front cover of the text and themes present, it seems to be aimed at low literacy levelled children around kindergarten to prep. Although upon investigation, the text may have the potential to be aimed at high levels, as the text was longer than I first assumed with 40 pages (Google Books 2017, para. 3). I even found an investigation of the text, by someone who appears to be in the education field, analysing the text for potential curricular links, text-to-text connections and themes (Sherry 2017, para. 3-5).
I think using the hashtag #picturebooks would be particularly helpful if you liked introducing your students to relatively new texts that people are announcing, as there seemed to be a few different announcements on Tumblr. Likewise, other similar hashtags could assist in teachers finding resources and classroom materials other teachers have utilised and recommend. This may be helpful especially within new topics when teachers are uncertain what resources will be effective or just for new educators in general that don’t have a very extensive portfolio of resources. Overall I was very impressed by the capabilities of hashtags.
References:
Google Books 2017, Cowboy Car, Google, retrieved 25 September 2017, <https://books.google.com.au/books/about/Cowboy_Car.html?id=artHvgAACAAJ&redir_esc=y&hl=en>.
ovinedelcu 2017, 'HELLO 2017!’, ovinedelcu, Tumblr, 27 February, retrieved 25 September 2017, <http://ovinedelcu.tumblr.com>.
Sherry 2017, Book Review: Cowboy Car, by Jeanie Franz Ransom, Literacy Fusions, retrieved 25 September 2017,<http://www.literaryfusions.com/2017/04/24/book-review-cowboy-car-by-jeanie-franz-ransom/>.
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Prompt 6
Video:
http://splash.abc.net.au/home#!/media/2622261/warratyi-prehistoric-site
Book:
Welcome to Country Book
I would use the video "Warratyi, prehistoric site" as a preloading task, to demonstrate how important the preservation and exploration of historical Indigenous elements are within current day Australia.
I would get the students to consider how does this offer insight into how Indigenous Australians have previously lived within Australia.
Because the Welcome to Country book focuses on how important the environment is to Indigenous Australian and how this is apart of them.
I would get the students to reflect on why it might be important for Indigenous Australians to be apart of the archaeological team?
Why is it important for non-Indigenous Australians to be aware of Indigenous Australians history?
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Prompt 7
Prompts based on Bloom’Taxonomy for Thai-riffic!
Synthesising/Creating:
What would you do to help Albert have more acceptance about his families culture and restaurant?
How has the book changed your opinion on how people feel about their families?
Rewrite the story from the point of view of one of Albert’s family members.
Evaluating:
What do you think about Albert feeling like a fake Australian?
What makes you a ‘real’ Aussie?
Why do you think Albert’s brother likes the restaurant and isn’t embraced like Albert?
Analysing:
How has the author shown Albert’s discomfort or disgust in having parents that work in a Thai restaurant and within his culture?
Applying:
Can you think of another text with someone who is self-conscious about their culture?
Have you had any embracing moments with your family?
Describe 3 similarities and 3 difference between you and Albert.
Comprehending/Understanding:
What is the book about?
Who is telling the story?
Knowledge/Remembering:
What do you think the book is about by looking at the front cover only?
What did people call Albert in primary school?
Where is the book set? Provide evidence from the text.
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Prompt 5
1. With no food to eat each night, it becomes transparent that individuals lose their strength and begin to look cold and hollow, but our humanity has not died yet, so break the silence and inform other the importance of donating to the less fortunate.
2. Don’t waste money on extra food you won’t eat; think about our humanity and not just your stomach.
OR
For some its nothing more than scraps and other its everything
3. Give the students a chance to view the front and the back of the text making sure to cover the blurb. Let the students come up with a story which they think is relevant to the front cover and create a new blurb to explain what they think will happen in the text based on their inferences. Allow the students approximately 15 minutes to work on their backstory and the blurb and allow five minutes for class sharing.
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Prompt 3:
This is the piece of writing that I have to choose to analyse using the 6+1 Traits of Writing. The piece was written by a year 4 student in a mixed 3/4 classroom.
One area I noticed that the student would benefit from an improvement focus is “Conventions”, which refers to the spelling, punctuation, grammar, and paragraphing.
You can notice that the student has started to understand the concept of paragraphing her work, and proof read areas of their work, for insistence, they have changed the lowercase ‘o' to an upper case ‘O’ at the start of this sentence (shown by the green line), however she has missed quite a lot of other capitals at the start of sentences (shown with the red lines) and use of commas (indicated by the dotted black line), to give the reader a chance to break on those long sentences . The student appears to need to proof read the spelling also (shown by the purple lines) and may have benefitted from using different resources to check words they were uncertain about, such as using a dictionary or asking a friend how to spell the word or to proof read the story for them.
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Prompt 4
While I attended a high school for my placement period and all my classes were Health focused, the school I was in still had a major focus on the development of the students literacy skills in the classroom among year 7 to 10 in order to further prepare the students for writing continuously for multiple hours for the VCE exams and giving the ability to start writing about different topics. At the start of each lesson (regardless of the subject) the students would participate in a 3-5 minute write up in relation to the topic the students were about to learn about. The students were sometimes provided with a images and asked to write about this or other times required to write what they already knew in the subject. I believe the initiative itself was a great way to allow the students to develop their language skills and be able to develop short pieces of information or writing which required them to to be precise with their words of choice. This encouraged the student to expand their knowledge of vocabulary and improve speed of writing skills. Sometimes students would choose to share their knowledge and experiences with each other and others were more reserved and wouldn’t want to participate in the sharing of ideas. I think the “quick writes” were a great way to also determine the students prior knowledge on a topic and where students may have gaps in their knowledge. This exercise did however have some downfalls including that some students were uncertain where to start writing or would write down everything that they had thought of and sit doing nothing for the rest of the 3-5 minutes. I believe the students would have benefitted from having some starting and continual prompts if they become stuck on how to start or what else to discuss. This would allow the students to practice continuous writing for longer and promote the best development of students.
The schools 8 and 9 students also participate in literacy circles which the students are split into different groups and are required to choose a book to read over a period of 7 weeks, which they also have to complete character analysis, and a variety of other activities to develop their comprehension. The student then are required to orally present an analysis of the book and the experiences they had reading it. This in my opinion, is a great way to introduce students to new texts they may have not read without the program. Some of the books included The Best Australian Essays 2016, Gone Girl, Mous and The Brain That Changes Itself. It was fantastic to see adolescents immersed in literature which is the aim of the program as well as giving them to prospect to improve their knowledge of different genres and vocabulary.
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PROMPT 2: I occasionally volunteer and assist my mum in the making of her classroom as she is a primary educator and teaches year 3/4. At the start of this year she wanted to create a display of her classroom community for her door. The display had cutouts of the pictures of every student and the teacher. I created the bodies of every child and had all of the students around a world holding hands. In the centre of the world was the teacher and the name of the class. The display was to show that no matter where the students coke from in the classroom they are all connected. In my poster above I created a poster about different things that readers can do to improve.
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Prompt One
One of my most memorable memories from primary school was being read "Bridge to Terabithia" in year 6. Before that I had really struggled to make a connections with books and that kept me from flourishing within literacy. I always thought that movies were better than reading a book. The book which was based around bullying and how to overcome bullying meant something significant to me as I was severely bullied through primary school and it allowed me to come to turns with my own experience. It detailed so perfectly how I was feeling and what I had gone through. When the film came out I was very disappointed how it didn't hit the emotions I had felt through the text. This was the start of my love for literature and after this point I was reading everything I could possibly get my hands on. That is it why it is crucial to understand the interests of our students so we can make them want and love learning.
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