Hi Lisa
Just happened to see your blog entry.
How about doing The Tinderbox - it's a traditional story with wonderful illustrations - the setting is in the past - though it's not clear where! There are dilemmas in it - but not play writing. However you could adapt one of the writing activities to play writing - eg the diary in the cell - could be a play arising from conversation.
Varjak Paw has issues and dilemmas in it - it is the most fantastic book to do with a class - but it is quite substantial - it's not historical though.
Into the Forest is good for issues and dilemmas as well - and of course is a picture book. It depends what you want for your class.
Glad you're enjoying the project
Olivia
Saturday, February 28, 2009
Year 4 advice
Hi all,
I teach year 4 and am not sure what text to use next for the project! I've used Gregory Cool and Krindlekrax so far and cant decide which one to try next! Any suggestions?
I need something to link in with either plays, stories which raise issues and dilemas or stories set in a historical setting...
Loving this project so far and can't wait to start my next unit!!
Lisa
I teach year 4 and am not sure what text to use next for the project! I've used Gregory Cool and Krindlekrax so far and cant decide which one to try next! Any suggestions?
I need something to link in with either plays, stories which raise issues and dilemas or stories set in a historical setting...
Loving this project so far and can't wait to start my next unit!!
Lisa
Wednesday, February 4, 2009
Slow Time
Sometimes it’s easy to forget when surrounded by what at first may seem like chaos.
Today while both Y4 classes were in one classroom making cushion covers, cushion covers as part of our project to improve our book corner, a pupil who just couldn’t wait to be helped became frustrated. I told him that Kipling once wrote in a poem how it was “important to keep your head while all about you are loosing theirs”. Still unsure and unconvinced I tried again. Well like “slow time”, you must remain in control while the whole world rushes past, keep calm and stay focused. A “non- reader” over heard, joined the conversation, began reciting from Varjak Paw and the rest, well…………………
Awareness
Shadow- Walking
Moving Circles
Trust Yourself
Open Mind
and
Hunting
To an author who has enabled discussions about a simple story on all levels, at anytime and across the curriculum, thanks.
Huie
Today while both Y4 classes were in one classroom making cushion covers, cushion covers as part of our project to improve our book corner, a pupil who just couldn’t wait to be helped became frustrated. I told him that Kipling once wrote in a poem how it was “important to keep your head while all about you are loosing theirs”. Still unsure and unconvinced I tried again. Well like “slow time”, you must remain in control while the whole world rushes past, keep calm and stay focused. A “non- reader” over heard, joined the conversation, began reciting from Varjak Paw and the rest, well…………………
Awareness
Shadow- Walking
Moving Circles
Trust Yourself
Open Mind
and
Hunting
To an author who has enabled discussions about a simple story on all levels, at anytime and across the curriculum, thanks.
Huie
Tuesday, February 3, 2009
Can do can't do
That all makes a lot of sense, Olivia. Thanks for the clarification.
Also thanks for the website, I've finally found my way around it and particularly like the section on teaching approaches as it's very clear with useful resources and links.
For anyone interested in visual literacy there are some great free resources linked to some fantastic books at this site http://www.carnegiegreenaway.org.uk/celebration/reading_resources.php#visual_literacy_pack_1
Tricia
Also thanks for the website, I've finally found my way around it and particularly like the section on teaching approaches as it's very clear with useful resources and links.
For anyone interested in visual literacy there are some great free resources linked to some fantastic books at this site http://www.carnegiegreenaway.org.uk/celebration/reading_resources.php#visual_literacy_pack_1
Tricia
Power of reading
Being involved in this project has enthused and inspired again my own love of reading which I believe is also influencing the children who I teach. When I launched the project with my class we spent quite a long time talking about why reading was powerful, which was a very thoughtful insight into what children thought about reading.
I have set up a reading club with children from my class who eagerly come and discuss their favourite books and just enjoy having time to spend reading. We hope to go visit our local library in one of our sessions, which is an opportunity that the children seem excited about. This makes me wonder whether our use of technology and fabulous other resources has taken over from simple trips to the library which myself as a child used to treasure and enjoy. With an ever increasingly demanding curriculum has the time to just sit and read for pleasure become minimal. I would welcome other people's thoughts about this and am also interested in how others may run reading clubs in their schools?
Gemma
I have set up a reading club with children from my class who eagerly come and discuss their favourite books and just enjoy having time to spend reading. We hope to go visit our local library in one of our sessions, which is an opportunity that the children seem excited about. This makes me wonder whether our use of technology and fabulous other resources has taken over from simple trips to the library which myself as a child used to treasure and enjoy. With an ever increasingly demanding curriculum has the time to just sit and read for pleasure become minimal. I would welcome other people's thoughts about this and am also interested in how others may run reading clubs in their schools?
Gemma
I just wanted to say how fantastic our last Power of Reading Southampton meeting was. Listening to Elizabeth Laird speak was truly inspirational..what a life! It is interesting to hear about the authors and characters behind the stories, especially when the characters are based on real people who have lived through difficult lives. Thanks CLPE for organising the visit!
Kate, Highfield Primary, Southampton
Can and do or can and don't in Year 1?
Hi
I just saw your message. I do think that this part of the data collection is a bit more problematic for those of you working with younger children. It's much clearer when it's applied to older children. The main thing is that it is aiming to capture changes in attitude - so really it means - can a child read at the level you'd expect - and if so, then is he or she motivated to read or take part in reading activities, show an interest in books and reading?
I do think that when so many children in the class are just moving into reading it's more difficult. If you think it's inappropriate, please don't do it, and don't agonise over it.
Hope that's a bit helpful
Olivia
I just saw your message. I do think that this part of the data collection is a bit more problematic for those of you working with younger children. It's much clearer when it's applied to older children. The main thing is that it is aiming to capture changes in attitude - so really it means - can a child read at the level you'd expect - and if so, then is he or she motivated to read or take part in reading activities, show an interest in books and reading?
I do think that when so many children in the class are just moving into reading it's more difficult. If you think it's inappropriate, please don't do it, and don't agonise over it.
Hope that's a bit helpful
Olivia
Data collection
I'm having a bit of trouble with one aspect of the data collection and hope that someone else might be able to help me. It's the form that we have to fill in about whether children can and do read. As a Year 1 teacher, I'm wondering what criteria we might use to decide if someone can read?
All of the children in my class can read at different levels but some are limited to high frequency words and to words containing phase 2 and 3 graphemes from letters and sounds. They can read print at this level and can also answer some questions about text. As they are all successfully reading, even if it is at a very early level, do I classify them as "can read" or does their very early reading development mean they "can't read"?
Any thoughts warmly welcomed.
Tricia
All of the children in my class can read at different levels but some are limited to high frequency words and to words containing phase 2 and 3 graphemes from letters and sounds. They can read print at this level and can also answer some questions about text. As they are all successfully reading, even if it is at a very early level, do I classify them as "can read" or does their very early reading development mean they "can't read"?
Any thoughts warmly welcomed.
Tricia
The Rabbits - a reply
Hi - thanks for your honest and thoughtful comments.
I think that I see The Rabbits in the context of the history of Australia. I think that it definitely isn't racist but is actually trying to do something opposite. Some of the pictures are brutal and thought provoking - in order to make a point. I think the book can be interpreted on a number of levels - but is in my view about invasion, colonialism, and brutality to the indigenous animals and people. The rabbits, I think, are meant to symbolise the invaders ie British and other Europeans who virtually wiped out the indigenous Australian people (did you see The Rabbit-Proof Fence see http://uk.imdb.com/title/tt0252444/ for trailer). Rabbits were introduced into Australia by Europeans, wiping out many indigenous species animals - so in fact they provide an analogy for what happened to the people. In the teaching sequence which we've written for this teachers' book - see http://www.clpe.co.uk/powerofreading/teachers_materials9xz.html there are a couple of website refs about the background eg http://en.wikipedia.org/wiki/Rabbits%20in%20Australia
I also think that the book raises other issues about the destructive power of development on beliefs and values.
Tell us what you think!
Olivia
I think that I see The Rabbits in the context of the history of Australia. I think that it definitely isn't racist but is actually trying to do something opposite. Some of the pictures are brutal and thought provoking - in order to make a point. I think the book can be interpreted on a number of levels - but is in my view about invasion, colonialism, and brutality to the indigenous animals and people. The rabbits, I think, are meant to symbolise the invaders ie British and other Europeans who virtually wiped out the indigenous Australian people (did you see The Rabbit-Proof Fence see http://uk.imdb.com/title/tt0252444/ for trailer). Rabbits were introduced into Australia by Europeans, wiping out many indigenous species animals - so in fact they provide an analogy for what happened to the people. In the teaching sequence which we've written for this teachers' book - see http://www.clpe.co.uk/powerofreading/teachers_materials9xz.html there are a couple of website refs about the background eg http://en.wikipedia.org/wiki/Rabbits%20in%20Australia
I also think that the book raises other issues about the destructive power of development on beliefs and values.
Tell us what you think!
Olivia
Monday, February 2, 2009
The Other Side of Truth
What a good idea it was to give teachers books to read for homework. If I hadn't had to read Beverley Naidoo’s book, The Other Side of Truth, to join in the discussion I would have given it a miss.
I'm so glad I read it.
It’s an important book that brought to my awareness some of the harsh realities, indignities and inhumanity faced by people who in desperate circumstances infringe immigration rules.
Reading the book has reminded me of one crucial aspect of the power of reading. It’s the power to become informed. When writers are as talented as Beverley Naidoo, they have the power to change the world and we can help by making sure as many people as possible read the book.
I will definitely recommend The Other Side of Truth to others.
Tricia
I'm so glad I read it.
It’s an important book that brought to my awareness some of the harsh realities, indignities and inhumanity faced by people who in desperate circumstances infringe immigration rules.
Reading the book has reminded me of one crucial aspect of the power of reading. It’s the power to become informed. When writers are as talented as Beverley Naidoo, they have the power to change the world and we can help by making sure as many people as possible read the book.
I will definitely recommend The Other Side of Truth to others.
Tricia
The Rabbits by John Marsden adn Shaun Tan
I don't like this book so far. I am open to be convinced otherwise. The illustrations are so harsh and difficult to understand. The story is so pessimistic. Are the rabbits human or are they immigrants to a country? If people assume the later then this book could encourage racist ideas. Maybe i have not understood it so far!
