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PROMPT 8 - #picturebooks
The Artwork of Noah Klocek
I came across this website (http://imageblock.tumblr.com/) and i loved the way the author expressed himself through different paintings. Each Painting was outdoors, and all told a story individually as well as when they were combined. I think this idea is beyond creative and great for students as they can see how important each section to a book can be, and how much power and emotion one page within a book can hold.
PROMPT 7 - Resources
PROMPT 6 - Phonics
Both sides raised valid points about phonics and the importance of developing upon a persons abilities
PROMPT 5 - DUST
Prompt 6 2018
After watching the phonics debate, I created my own RAN chart presenting what I think I know, confirmed, misconceptions, new learning and wonderings on what they spoke about. It shows that there are many perceptions and opinions regarding teaching phonics in literacy education and how it should be done. It was interesting to watch and learn from as a preservice teacher.
Prompt Five 2018
This multimodal format presents five questions to ask year 6 students about the cover of the story Dust. These five questions represented in the comic strip are:
- What do you think the title ‘Dust’ means?
- How can the word ‘Dust’ relate to ‘Save the children’?
- What is in the cover?
- What could these mean?
- What does the title and the illustrations say or mean regarding what the story could be about?
The comic also represents possible thoughts and ideas on the questions which are represented in thought bubbles.
https://www.youtube.com/watch?v=5PIBMLvcAzc
The following YouTube Clip is played whilst students are answering these questions which relaxes students and allows them to focus. The seminar from this week was used as inspiration to help me come up with these questions that encourage students to predict and analyse the text from only using the front cover.
The questions I would pose to a Year 6 class about to study the text Dust are;
1) Who do you think the story is about and why?
2) From analysing the cover, where and when do you think this book is set?
3) What do you think the hands represent? Why would the illustrator choose to do that?
4) I want you to create a Y chart based on the front cover. What it looks like? What it sounds like? and What it feels like? This Y chart activity can be revisited throughout the during reading time. This can be submitted as summative assessment at the end of the unit.
For prompt 2: Posters, I found it challenging due to my placement experience being with Preps. Their main reading and writing (literacy) activity they do on a weekly basis is ‘wow words’, which are words that are more interesting and enjoyable to read rather than basic words, for example ‘great’ instead of ‘good’ or ‘exclaimed’ instead of ‘said’. Everyday the students are read the same story in the week and then Wednesdays they stop throughout the story to identify ‘wow words’ and sound them out to spell them as a class, which is basically guided/modelled writing and modelled reading. The image is of the teacher’s example that I observed, based on the story The Ugly Duckling and afterwards the students get a worksheet with the heading and a picture of the duck on the side. They must write the ‘wow words’ on coloured paper and cut them out to paste on their paper. All the student’s work is displayed in the room until the next week’s book is read and then they change it to their next book’s ‘wow words’ poster. They have to keep this repetitive and therefore the teacher keeps the poster basic and simple so they focus in the writing and spelling rather than decorations on the sheet, the teacher does change the poster paper every week to keep it interesting. This is the only literacy related poster that was displayed in my placement classroom.
For the older year levels, it would be modified to more challenging topics such as adjectives, verbs, adverbs, nouns, etc. I would use this approach in my own teaching because the students seemed to enjoy it and participate.
