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[ecl310deakin]

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

[ecl310bchiefal-blog]

While looking at the hashtag #picturebooks feed on tumblr, i was drawn towards an abstract drawing of a dog.  when I clicked on the blog, it’s about an aspiring artist who wants to make picture books for a living.  “ One day I’d love to make a picture books for a living. So I will just keep practising and practising until I get it right. “ It is great and inspiring to see people are still interested and wanting to create stories for picture books for people to read.  scrolling through this blog, it was obvious that this person was talented and has a love for creating illustrations that uses the readers imagination to understand and depict the story.  the hashtag simply just verified to me that picture story books are such a fantastic resource to bring into a classroom no matter what age or year level. 

[ecl310deakin]

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.

[ecl310bchiefal-blog]

CREATE –  design a poster that promotes and informs people of the Thai-riffic restaurant.

EVALUATING – Do you think it was fair that Albert’s Dad made him deliver the new flyers? Why/Why not? Explain.

ANALYSING – why do you think Albert thinks the restaurant is “Thai-lame”?

APPLYING – from examples in the book, why do you think Albert’s dad is jealous or unhappy with the new Chinese restaurant?

COMPREHENDING – what does Albert mean when he says the phrase “same same, but different” ?

KNOWLEDGE AND REMEMBERING – who were the main characters in the text? And what is the restaurant called?  

[ecl310deakin]

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

[ecl310bchiefal-blog]

“Preserving the Badimaya language” was the video I watched. The video focuses on the language Badimaya and how it needs to be preserved as it is also extinct. The video specifies the importance of preserving not just the Badimaya language, but languages in general as it has a great impact on culture and identity. The video discusses the importance of promoting the language for the future generation to have access to it.

By creating a student-led classroom environment, the students could possibly start a discussion either in small groups or as a whole class that focuses on all the different and diverse language within the classroom, school, community and Australia.

A front loading activity could be that students pick one indigenous language that is being passed down generations. Then research and investigate through books and websites the importance of their chosen language.

[ecl310deakin]

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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

[ecl310bchiefal-blog]

1.    It was cold, the night was silent. My body felt hollow, I have no food. I had no strength, I felt transparent, like I had almost died.

 2.    Some waste what other people beg for and they don’t bat an eye. 

FRONT LOADING: 1.  Ask the students to write a brief summary of what they think the story  could be about based on the title and the front cover, then make some predictions.  

[ecl310bchiefal-blog]

even though I completed my placement in Vanuatu, I still had a very rewarding yet challenging time over there especially with literacy. although I had a grade 3 classroom, the students were at a range of levels from Prep to Year 6, this was challenging to cater for all their learning needs. I remember all 36 of my students sitting on the floor and i read them 2 stories. one of them was 'The Very Hungry Caterpillar' and also 'The Nose that Knows'. see how engaged and interested these students were in such simple stories. These students aren’t normally read too, so for them sitting on the floor and listening to someone read was the highlight for their week and mine as well.

literacy can be hard or difficult to understand for any student, but when it comes to having a language barrier, that difficulty is amplified. Trying to teach literacy to 36 students whose first language is not English was quite a challenge. As they were in Week 4, the students were up to comprehension questions. Attempting to teach comprehension to 36 young minds who don’t speak English was one of the hardest tasks i have ever done. This became a ‘not so good’ literacy experience. I had given the students a comprehension worksheet fit for Grade 1-2, unfortunately this was new to them as they had never seen nor did they understand what comprehension was. Also having limited resources didn’t help the situation, I then made my own comprehension sheets and all 36 students tried their hardest to answer the questions. This placement was one I will never forget and cherish forever..

[ecl310deakin]

PROMPT 2 Making a poster

Hi there! A big thank you to all those who responded to Prompt One, there was a great variety of memorable books and I was pleasantly surprised with the amount of Enid Blyton memories. Reading The Faraway Tree to my then two-year-old daughter is one of the great moments I will ever experience.

This week we want a reflection and a creation. Firstly, reflect on when you last had a chance to make a classroom display, was this when you were still in school, or on placement, or hopefully not, never. 

Secondly, make a poster suitable for a classroom. This can be hand-made and drawn or made with cutting and scissoring etc, and then photographed, or made entirely online, using whatever apps or programs or downloadable material you like, with your design skills on show. Can you use a meme in a positive way?

The poster is to be based on something you have found in slides 10 through to 27 in the SEMINAR slides for week 2. We want you to post this poster as a response, and maybe use in your own room one day and to reflect on your own classroom display experience.

Keep up the great work,

the ECL310 team.

[ecl310bchiefal-blog]

The last memory of making a poster in a classroom was in Vanuatu where i did my latest placement. I had a grade 3 class and they were learning about the different math operations (+, -, x, /). I started with the definitions of each operation (and colour coded each operation) and as a class we worked on multiple examples for operation and put them all on the poster. The amount of examples from the students was overwhelming, and they also loved the idea of making a poster as this is not normal in Vanuatu. 

[ecl310bchiefal-blog]

Prompt One

I remember in primary school my teacher reading “The Very Hungry Caterpillar” to us. She would have a range of props and get students up to have a role while she read the book to us. I remember my best friend and I got to hold the 2 pears that the caterpillar ate on the Tuesday and we were so excited. We both stood up so confidently and held up a pear each to let the caterpillar come past and eat us. it was such a fond memory and one I will remember forever.