Courtney Rickard

ECL310

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Prompt 8

I chose to do a #picturebook search on Instagram this week. 

Comparing this to the Tumblr search I did last week, I noticed a lot more images of the covers of picture books. My Tumblr search was different because it was more image-based. However, it was interesting to see all the covers on Instagram, as I could easily see the texts’ titles and research any that interested me.

I think that the hashtag can be used as an option for classroom-based research. Although, just like any internet-based research, it would need to be a supervised or whole-class activity. It is a great way to instantly display a range of results relating to a topic. And since most platforms that use hashtags are visual, it is an excellent opportunity to engage diverse learning styles. 

[imageblock]

Starting tomorrow, I have the pleasure of posting amazing Cloud Country inspired art for two weeks when the book will be in the wild.

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Prompt 7 - #picturebooks

When I was researching the picturebook hashtage, I discovered a lot of images that were from the same story. It made me extremely curious to discover what this text was about. I searched the title, ‘Cloud Country’ and discovered this review: https://www.kirkusreviews.com/book-reviews/noah-klocek/cloud-country/ I love the idea of the story and the illustrations are so dreamy! 

Looking through the picturebook hashtag, I realsied just how important images are in these texts. The illustrations are what draws in the child reader. They help them to make connections and meaning from the story. And they are just as, if not more, important than the words. 

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References

Imageblock studio 2016, The artwork of Noah Klocek, Tumblr, retrieved 20 September 2016, <http://imageblock.tumblr.com/post/131462927331/starting-tomorrow-i-have-the-pleasure-of-posting>. 

Kirkus n.d., Cloud country, Kirkus, retrieved 20 September 2016, <https://www.kirkusreviews.com/book-reviews/noah-klocek/cloud-country/>. 

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For over two decades, scientists and elders in the Northern Territory's Daly River region have been recording the traditional knowledge of the Ngen'giwumirri and Ngan'gikurunggurr people. Information about more than 560 plants and animals has been collected so far. Few Ngen'giwumirri and Ngan'gikurunggurr elders are still living today, so completing the project has become a race against time.

Prompt 6: Frontloading

The link above can be used in a frontloading activity for an Indigenous Australian literature unit. The work in the unit will focus specifically on the importance of understanding Aboriginal and Torres Strait Islander history.

After watching the video, a question will be posed:

‘Why is it important to preserve the knowledge of Ngen'giwumirri and Ngan'gikurunggurr people for all Australians?’ (Splash ABC 2016).

Students will share and discuss their ideas on the topic.

To complete the frontloading activity, students will fill out a table which will outline what they already know about Indigenous history and what they want to find out.

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References 

Splash ABC 2016, Race against time: preserving Ngan'gi bush lore, Splash ABC, retrieved 16 September 2016, <http://splash.abc.net.au/home#!/media/1503850/race-against-time-preserving-ngan-gi-bush-lore>.

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Dust - Prompt 5

I died during the cold night, as the hollow silence surrounded me and it was transparent that I had no strength because I had no food.

Food means different things to different people: some have too much, whilst others do not have enough. 

Front-loading: Dust

Before beginning work on the text Dust, I believe it would be important to introduce ideas of poverty and social justice to the class. I would front-load this lesson with an informative but positive video: https://www.youtube.com/watch?v=8g06HcSeTsI

This video allows students to begin thinking about what is happening in the world and possible things they can do to contribute to positive change.

Because Dust is a bit confronting, I think that it is important to begin the lesson with this type of video.

After watching it, I would ask the students to do a ‘think pair share’.

The focus of this activity is: How can one person make a difference in the world?

The resulting discussions will segue into the text, Dust.

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References

Kids helping kids: Canadian kids changing the world 2011, YouTube, Elia Saikaly, 8 February, retrieved 8 September 2016, <https://www.youtube.com/watch?v=8g06HcSeTsI>. 

Thompson, C 2014, Dust, ABC books, Australia.

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Week 4 - Classroom displays

I am in a Prep room for my current placement. 

When I entered the classroom for the first time, I noticed that almost every possible space was covered with a visual, bright display. There are work samples, definitions, alphabet letters and pictures explaining maths concepts. Everything is effective, bright and engaging.

Particularly, I like the ‘Word of the Week Investigation’ display. This is not an incredibly fancy display and it is not the most eye-catching one in the room. But I like it because of what it represents. Once a week, the students get new poems that they read as a class. During the reading, they hunt for their word of the week. I witnessed this taking place and I saw how engaged the whole class became in this activity. They genuinely enjoyed the group task and liked the ‘investigation’ that they were all a part of. When they found the word of the week, the teacher circled it in a bright colour. 

This is something I would like to implement with my future class, if I happen to work with Prep or Grade 1s.

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Week 3: Multi-literacies

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Week 2 - Predictions

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Week 1: Reflection

When I was a child, my favourite book was Enid Blyton’s “The Magic Faraway Tree”. My mother used to read it to me every night before I went to bed. I remember that she used to put on voices for the different characters, helping the story to come alive. I would sit there and imagine what was happening as she read. These experiences helped me to become excited about reading and writing. I wanted to be able to create stories that someone would also be excited about.

When I get the chance to read to a class, I remember these experiences. I think about the different ways she used expression and fluency to make the story sound better. The way that she read helped me to imagine the story. She never sounded like a robot. That is the same way I want to read to students.  

It is a good idea for teachers to have these memories, as well as favourite books, because both can be used to benefit students and get them excited about literacy.