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Prompt 7 2018: ABC Resource

This resource encourages students and viewers to think about the plot of stories and the meaning of it. It discusses various stories and the types in which we are familiar with, linking to the funds of knowledge of students. It utilises familiar language that helps student relate to the topic and commonly found stories and how the plot tells us this information. This is great for year 5/6 students as it discusses stories more thoroughly and in how to add detail to convey the correct information. 

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Prompt 8 2018: #picturebooks

I found it really interesting when I typed in #picturebooks all the different posts that came up. It was engaging reading all the posts discussing various books that have being found to be great, new books that are coming out and books that people have used to teach kids. I found that so many different pages were advertising books for various purposes and the list was endless. have definitely left with resources up my sleeve to work with when choosing picture books in the future. Was also surprised at how many sketches were seen throughout the search. Some incredible art work of book characters etc. 

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Prompt 6 2018: Phonics debate

What I think I know:

- Phonics are essential in the foundation of learning to read 

- Children that have sound phonic awareness are able to read 

- Reading requires instruction.

Confirmed:

- Phonics are not sufficient on their own 

- Need to be taught explicitly and need to be systematic, in a structured and ordered way.

- Students don't just make sense of words 

- We build up this acquired knowledge to translate code over time 

Misconceptions: 

- Phonics is all about teaching students how to read 

- Speaking and reading are taught the same way 

- no code that links print and meaning can be learnt instantly

New learning:

- Being able to go from the printing of word straight to meaning is the end point in learning

- teaching phonics, teaches children how to crack codes, connecting the sounds with meaning. 

Wonderings: 

- Teaching students that struggle with some phonics more than others and accommodating these needs.

- Why are some easier to learn than others?

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Prompt 5 2018

The 5 questions I would approach my students with, would try to encourage them to think critically and make connections beyond the text utilising the front cover of the book “Dust”. 

1. Looking at the cover of this book, what can you see that is evident? Colours? The cracked ground? Deep blue skies? The moon?

2. Looking at the title of the text, “DUST”, using the cover to help us, what do we think this this book could be about? What is dust? 

3. Looking at the text on the cover, “Save the children”, how do these words make you feel? What emotions are you feeling when you read those three words? 

4. Looking at the hands coming out of the ground, what do we think the purpose of this is? What effect to they have on the audience/reader?

5. Overall, what is it about the front cover that engages us as readers? Would you like to read this book? 

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ECL310 - Prompt 4

While on placement, I was in a year 5/6 classroom and it was a great opportunity to see both reading and writing in action. Both areas of literacy had time dedicated to them each day and were often double sessions (2x50 minutes). 

Writing: As a warm up each day, the teacher would either write up a paragraph on the board full of grammar and spelling errors that students had to correct, or students had to complete a page in their handwriting books. Throughout the 10 days, students were working on planning and writing scripts. These scripts were for “How to...” videos, which encouraged students to teach others about something they are good/passionate about. It was great to be able to work with the students throughout the discussion, planning, editing and filming stage of the task. It also presented opportunities for me to build relationships with each of the students as they discussed their ideas about the script with me. 

Reading: Throughout the 10 days, I was able to conducted guided reading sessions with every student and analyse their strengths and areas for development while reading. I was able to work with the students to develop learning goals that were appropriate for their level of reading. There were various books across the classroom that students were reading, all based in various interests. A group of girls were reading their way through the ‘Famous Five’ series and then a few were reading ‘Diary of a Wimpy Kid’. 

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ECL310 Prompt 1

Throughout primary school, majority of the teachers I had would read novels to the class. it was always a nice way to end a day/week and enjoy feeling as though you were apart of the book. I remember my 5/6 teacher reading ‘The Lion, The Witch and The Wardrobe’ to us and using incredible expression, always finishing a chapter with us wanting to continue reading. I found it was a great way to work as a class and practice visualising various scenes and characters. 

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Importance of handwriting 

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Writing Posters