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Prompt 8

When searching through #picturebooks, I discovered many of many books. Some from the past and some from the present and some that are being realised within the next year or so. It really amazed me how many people are willing to share their ideas and thoughts about book to strangers. Having this and allows people to comment and sharing ideas is amazing, this will expand peoples ideas and thoughts. It displayed many books that could potentially be a part of the classroom that you might never of thought of such different cultural books, informational books, imaginative books and many more to suit any needs or lessons. There was one book that really got my attention, (toddparr) post about making mistakes is okay, thought this book could be really helpful of any student that might have poor self esteem to which don't want to try because they might fail, this book could help them to see it okay. it states everyone has an ‘uh oh’ moment, and that's okay. 

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Prompt  7

http://education.abc.net.au/home#!/media/31995/wonderful-words-creative-stories-food

A mind map of what the activity was like and the benefits of it. Overall a good activity as it allows students to see the steps how to go back over your work to create more of an exciting story using descriptive words. it allow allows students to see their work come alive with the pictures moving to what the words are saying, this will engage students within the activity. Allows some help for different ability levels with the hint button however  some students might need more help than that depending on their level. To sum up, a good starter lesson to then expand onto their own writing in the multimodal lessons to come. 

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Prompt 6- PHONICS

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PROMPT 5 ECL310 2018

Before reading the book Dust, it is important for students to have some knowledge and understand about the topic. This time allows students to explore a little before being overloaded with new information and content.

 Question one: Looking at the front cover, what do you think this book could be about?

Question two: what colours are used and for what purpose?

Question three: Looking at the word dust and the sentence save the children, what do they mean and what do you think it could mean together?

Question four: How does the front cover make you feel?

Question five: Get students to complete a Y chart, and read this passage out to them from the book, ‘they said there was food and water three days away, but three days is across the world when you only have hollow bones to carry you there’. Ask the students how this made them feel, what it might sound like and look like.

 The photo above is my example of what students might write on their own y chart about that passage within the book.

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Prompt 4- Placement Reflection.

During placement I had lots of opportunities to see and be apart of year 3′s writing and reading lessons. I had the opportunity to see how words their way ran which each literacy group would have a time slot for a small interactive lesson with the teacher, going over their words and making sure they understand the patterns. While other groups would continue on with word study activities. I thought this was a great idea because the students have the control how they should learn however in a teacher guided way as they have created cards for the students to chose from. Allowing students to become in charged of their own learning, it gives them more meaning to the ideas behind the intended learning goal. The other thing I had the opportunity to watch and then teach was writing. During writing students had a group discussion each time and allowing a modelled example to be shown. I loved how the mini lesson before starting the activity allows students to wrap their heads around the new topic and allows a safe and welcoming area to share ideas before individual work. During placement, the whole class would be really excited to listen to the teacher read aloud. The book they had chosen was Matilda, which during each read aloud students would make connects to the book and their life experience from the teacher giving prompts throughout reading. Every day each student has their daily 5, which is a checklist for reading, it includes, reading to self, buddy read, listen to reading, work on writing and word work. I really loved this tool within the classroom because the students always know that this is their goal and if students have finish their work, they know they can go on with their checklist. 

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PROMPT 3 2018 Handwriting

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PROMPT 2 2018 ecl310

I found this clear and helpful persuasive writing poster in my resent placement school. It was straight to the point and easy to remember when writing a persuasive text. This poster opens up the students minds to use what they already have and put it in a writing piece that follows structure. I would use this poster in my classroom because from my own observations I could see that students really responded and displayed their understanding of persuasive writing with the aid of this poster.

#ECL310DEAKIN

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Primary School Reading Reflection- Prompt 1

When I attended primary school, I remember being read to nearly everyday, which I loved. The reason I remembered being read to in primary school is because I was a poor reader and when someone else was reading it, it was easier for me to follow along and create pictures in my head of the words being read aloud. I remember my teachers always reading with such enthusiastic and inviting voices to suit different characters within each book which made it feel like the book was coming alive. Some teachers even read to us at the start of a new topic which opened up different discussions about the topic. One topic I remember was in our maths lesson, were she read the ‘Who sank the boat’, by Pamela Allen. This book caught my attention straight away which helped me stay interested in the maths lesson as it was about weight. The main thing I remember from that lesson was thinking ‘no way, the mouse sank the boat’. Overall I remember being read to aloud being a positive and inviting activity for me and most of the class.