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When I searched ‘#picturebooks’ I found mainly illustrations that people had made inspired by, or for their own picture picture books. I have included three of my favourite pictures. I think these could be used as a front loading exercise or even expanded into explicit teaching as students could write their own stories to go with the illustrations found.
Thai-Riffic!
CREATE - What name would you call the restaurant? How would you design the sign? What ‘recipe’ are you? What is your ‘recipe’ for a ‘normal life’?
EVALUATING - What do you think Albert feels about being Thai? Why do you think that? How do you think Albert feels about the restaurant? Why do you think that? Do you think Albert was like his little brother when he was young? Do you think if he was his brothers age he would of thought the sign was ‘cool’ as well?
ANALYSING - How do you think Albert felt when he was younger? Why do you think it changed? Why did he think Bow-Thai was an okay nickname until grade two? How do you think Albert feels about his dad? How do you think his parents felt when he said ‘he wasn’t a slave’? Why do you think Albert prefers pizza and burgers to Thai and Chinese?
APPLYING - How do you think Albert feels at school? Do you think he has many friends?
COMPREHENDING - What does Albert mean when he says he is ‘same, same but different?’ When dad says ‘yes worries’ to mum about the Chinese restaurant, why do you think he is worried?
KNOWLEDGE AND REMEMBERING - Who is Albert? What kind of restaurant does his family own? Where was Albert born? How many people are in his family? What colour is the sign to the restaurant?
Thai-Riffic!
CREATE - What name would you call the restaurant? How would you design the sign? What ‘recipe’ are you? What is your ‘recipe’ for a ‘normal life’?
EVALUATING - What do you think Albert feels about being Thai? Why do you think that? How do you think Albert feels about the restaurant? Why do you think that? Do you think Albert was like his little brother when he was young? Do you think if he was his brothers age he would of thought the sign was ‘cool’ as well?
ANALYSING - How do you think Albert felt when he was younger? Why do you think it changed? Why did he think Bow-Thai was an okay nickname until grade two? How do you think Albert feels about his dad? How do you think his parents felt when he said ‘he wasn’t a slave’? Why do you think Albert prefers pizza and burgers to Thai and Chinese?
APPLYING - How do you think Albert feels at school? Do you think he has many friends?
COMPREHENDING - What does Albert mean when he says he is ‘same, same but different?’ When dad says ‘yes worries’ to mum about the Chinese restaurant, why do you think he is worried?
KNOWLEDGE AND REMEMBERING - Who is Albert? What kind of restaurant does his family own? Where was Albert born? How many people are in his family? What colour is the sign to the restaurant?
The video I watched was ‘Welcome to Shelly Beach, Port Lincoln’. I would use this in conjunction with the book ‘You and Me: Our Place’. After watching the video I would have students make a ‘word set’ to depict things they think they would see, hear, touch, smell, taste, feel and imagine. This could then be followed by a discussion about why some places are special to others. Connecting this with Indigenous rights to land.
Prompt Five:
Prompt four: I had the pleasure of being in a wonderful grade one class this placement who based their reading lessons off ‘daily 5’. For a week I got to take these lessons daily. They comprised of 3 mini lessons each day focusing on grammar, comprehension and phonetics with a rotation between each. While one group of students engaged in guided reading, the others got to choose between word work, read to self, read to someone else and listen to reading. The students seemed to really enjoy the independence that they had by choosing which activity they wanted to participate in first. In regards to writing we were focusing on poetry. To help the students visualise students were given a prompt picture, then asked to fill in the above sheet. This helped to give students a foundation of words to use within their poems. The school also engages in an open cycle writing program which allows for students to write about anything, in any structure they like, promoting creativity and independence.
Prompt 3: This is a piece of grade one procedure writing. "How to draw the Melbourne Jumper" "What you need" The ideas of this piece of writing are good because it is something the student not only knows how to do but is also an interest of the student. The organisation is also done well as it is clear, the student has used headings, subheadings, steps and numbers. Voice is a hard thing to achieve in procedure writing, the student does however convey a very professional voice. The word choice is acceptable for a grade one student. Sentence fluency is well done as they are clear steps to follow. Understanding of conventions is developing as all full stops are correct, all capital letters are used in correct places other than 'Red'. Presentation is good for a student of this level however title could have been done in a neater way, however the student is still has a developing understanding of writing.
Prompt Two: I have not had the opportunity of making a poster for a classroom as a teacher. However, in my grade six class we were asked to make posters/collages that centred around who we thought we were, and who we thought we would grow up to be. This was one of my favourite assignments ever. I spent so long perfecting my bubble writing, I am still a master to this day. When my father came into parent teacher interviews I didn’t even care what my teacher had to say, I just wanted him to look at the poster I had created! When I have my own classroom I look forward to decorating it and encouraging my students to display their work as much as possible, so they have a sense of belonging and pride in the space, just as I did. The poster above is something I made using the website canva, an online poster making website. I decided to do something around growth and fixed mindset, a concept I believe is very inspiring.
Prompt One: My all time favourite book is Alice in Wonderland. When I was in grade four, my classroom teacher decided to read it to our class. Even though most of us had already seen the film, we were able to create our own fascinating visualisations. For those brief ten minutes before lunch, we were all transported to another world, full of angry queens and cryptic messages. My enthusiasm for this text then moved beyond the classroom. That year for Christmas my father gave me a leather bound copy of the text. This gesture began my interest in reading, I envisioned myself growing up and living in an attic style bedroom, with bookshelves reaching up to the triangular ceiling, so high that I would need ladders to reach them. When I have my own classroom, I hope to read them Alice in Wonderland one day from my own leather bound copy, and evoke the same marvellous imagery in my students. Alice as a protagonist embodies persistence, confidence, creativity, resilience and a curious nature. This text encourages students to dream.