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Prompt 8

After typing in #picture books into the tumblr search drive I was surprised in what I saw. I expected to see a range of well known picture storybooks but there was in fact much more than that. What came up ranged from images, to books, to posts about how people fell about books!

One book in which I cam across was ‘Cowboy car’ written by Jeanie Franz Ransom. It was a brand new book, only released in stores in April this year! It is a book about a little car with a ‘big dream’. Since Little car was little he had always wanted to be a cowboy, throughout the course of the book he overcomes challenges and gives children the feeling of ‘I can be anything if I set my mind to it’. I would introduce this book with my students and provoke dreams and aspirations, discussing their dreams, writing about them, and reminding them that they are achievable. 

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Prompt 7

Create-

-Albert obviously thinks the sign for the restaurant is lame. How could we make it better and more eye catching? 

-What could we name the restaurant if ‘Thai-riffic’ isn’t working?

Evaluate-

- How good do you think Albert’s self esteem is based on how he speaks about himself?

- What age do we think Albert is?

Analyse-

-Analyse the things Albert says about his families restaurant, do you think he approves of it?

Apply-

-Albert outlines that he was called nicknames in primary school, what are some things he could have done to stop this? Have you ever been a part of a bullying situation? What did you do?

Comprehend-

- What does Albert mean when he refers to the smiling bald man rubbing his tummy as ‘overkill’?

-Why is Albert’s dad worried about the Chinese restaurant opening up over the road?

Remember-

-What is the title of the book?

-Who is the main character?

-What nationality is the main character?

-What business does the main characters parents own?

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Prompt 6

The video in which i watched was ‘A new referendum’, which discusses the 1967 referendum to do with Indigenous Australians, where aboriginal leaders are gathering together to call for a new referendum to finish the job of the 1967 one. 

I would begin a frontloading session after watching this video, by getting the students to do a KWL (What I know, what I wonder, and what I’ve learnt). I would give the students an opportunity, after filling out their ‘K’ and ‘W’, to research the answers to their questions which will enable them to fill out the ‘L’ section of the chart.

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Prompt 5

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Week 2 prompt On my previous placement earlier on in the year i took the students for a series of three lessons on Bullying. The students seemed to have a great deal of background knowledge on the topic, which is expected for grade fours. I made a large classroom display stating, ‘I will not bully others. I will not stand by while others are bullied. I will report others who are bullied. Because I have the power of ONE!’. Each student was then given a small piece of blue paper to write their names on, this served an a sort of ‘signature’. They then came up and stuck their name onto the poster and we stuck it up on the wall. 

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I had an amazing time on placement with grade 1/2s I had a wide range of readers throughout the classroom. Each day the students would do an activity called 'Daily 5' where they do 20 minute rotations, and they can choose to either do work on writing, read to self, read to someone, listen to reading, or word work. It gave the students some freedom and choice on what they wanted to do, but they also had to do all five of them before doing another one again. I would often have a group of students on the floor with me working on a certain skill while the others were able to work independently. The school works with the CAFE approach to reading, ie comprehension, accuracy, fluent and expand vocabulary. Which I found fantastic too!

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Week 3 Prompt This writing sample is from a student from my placement in year one. He was writing a recount of his weekend. In line with the 6 + 1 Traits of Writing, this student lacks with conventions. He often used capital letters in the wrong place, missed punctuation and made many spelling errors. This student needs to work on sounding his words out prior to writing them, and using punctuation and capital letters in the correct spot. As well as this he needs to work on general handwriting and ensuring the letters are written on the lines. I was lucky enough to have a small session with this student and a few others in year one and we worked on their handwriting, focusing on ensuring the letters written hit that bottom line and using capitals only at the start of sentences or for naming things. This student worked very well with the feedback and made huge improvements on his writing pieces.

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Week 1 Prompt