Literature circles

hi Liesel
Thanks for the reminder. I'm putting the sheets as a download - click on Teaching Approaches, then Tell Me - Booktalk and click on the link at the bottom of the page.

Olivia

Reading discussion

Hi Olivia

I have been looking for those reading discussion sheets we used last week at the Inset and can not seem to find them anywhere.
Could you please point me in the right direction.

Thank you
Liesel

There's a Boy in the Girl's Bathroom

Started this book last week and the levels of engagement have been sky high!!!

I created an email address and blog for Bradley

http://bradleychalkersgrade5.blogspot.com/

and this weekend one for Jeff for next week's work

http://jefffishkin.blogspot.com/

Future plans are to produce a graphic novel using the program Comic Life!

Karen Garner
Shirley Warren Primary
Southampton

what to do next - Year 4

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

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

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

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

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 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

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

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

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

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!

A Boy in the Girls Bathroom

I've just finished teaching this unit of work to my year 5 class and they absolutely loved it. They could listen to me read forever and that doesn't often happen - 15 mins max is the usual attention span. One session, lasted 40 mins and they wanted more! An amazing book for children. We also used the setting up of e-mail accounts for Bradley and Jeff (characters) and this was another wonderful idea. Thank you.

Amardeep, Harrington Hill - Hackney

I'm really glad you and your class have enjoyed working with those books. Why don't you try Fly Eagle Fly next? Children and teachers have really enjoyed working with it - there's been some fantastic poetry.

Olivia

Into the forest

Just finishing Into the Forest By Anthony Browne.

Children have done some amazing work as a response to this, including letters, music and drama. Didn't think I would find a book as amazing as Varjak Paw to teach next, but I have and looking forward to planning and teaching another unit!!

What next?

Denise Smith

One World Week and Arabian nights CLPE unit

I planned using the teaching unit for Arabian nights to fit in with the international theme of 'One World Week' and 'stories from different cultures'. All the children were engaged in every lesson. The activities in the teaching sequences met the needs of all learners. Very enjoyable and engaging for all. Brought back memories of my teaching experiences in the Emirates!!!


Livvy @ Aldersbrook

None reader, loving reading and PoR

Meeting S.F. Said on the first day of the PoR course I felt like what I guess a child would feel when meeting their hero. Then I remembered that I never had an author as my childhood hero because I didn’t read. No excuses or blame on anyone. I just didn’t read. I used to think that it was because I never found the right book. No. Knowing now just how many books are published each year for children, there are ample books out there for children to read.

As a teacher I know just how important it is to get children reading but I also know that there are some children that do and will not read. We have to remember this as readers and as teachers.

Some people don’t read.

On our school journey yesterday to the IWM I mentioned to a few children one of the PoR books I was reading. It was great as for the next 6 stops all we talked about were books we read, were reading or wanted to read.

More trips will have to be planned where a long time on the tube for book discussions are factored in.

Huie

Welcome to POR 2008-09

Hi and welcome to the POR teachers' blog for the Power of Reading 08-09.



Any comments - on books you're reading, what you're doing with your class, recommendations for books to read aloud, the 'teachers' books' - or any other reflections - are welcome.



Olivia

The Rights of the Reader

A quick post to say how much I enjoyed this book, which was in the teacher's book pack.
Daniel Pennac is a very amusing writer.
Susan
Hawley Infants, Camden

First to upload pictures

Hi Patsy - well done for being the first to upload pictures!
It's a really great idea - I could copy and save them as well which was really useful.
Olivia

South Park Primary School

Michelle Paver

Glad to see that you have included Michelle Paver's Wolf Brother in new texts. I read this some months ago and was so taken with it I ordered two copies for our class library - it's on my 'must read to the class' next list.

We have just had our Scholastic book fair - and having ordered it for the week of SATs and with a combined year4/5 residential trip away for the week I thought we wouldn't do so well. We coined it in! and both my colleague and I are sure it's down to the POR effect. What particularly struck me again were the ambitious choices children were making. The 9+ range fairly flew from the shelves - and the children were talking most knowledgeably about a much wider range of authors.

My year 4 class routinely bring in books from the library to share with the rest of the class and a number of the boys are now heading off to the 'Young adults' section having got beyond Horrid Henry - their idol at the beginning of the year!

My children love 'The Story Tree' stories!

Hi everyone! Just thought I'd share some of the activities my Year 1 class have been doing with some of the stories in the The Story Tree. As we have been learning words and common phrases in different languages, I read some of the stories which come from all over the world to the children. They absolutely loved them. Some they knew, but others were quite new to them. Despite this (and due to the fact that we have read all of the stories several times!) the children join in during 'read aloud' sessions, and love retelling the stories through role play. We particularly liked Little Cock Feather Frock which is a Russian tale, and we now have a lovely display in our book corner. The children worked in groups to create the setting and characters of the story. They did this by painting, collage, coluring, etc. They also drew beautiful pictures of each character. I shall email pictures shortly. The CD that comes with the book is great too for whole class Speaking & Listening sessions or they can listen to the stories whenever they want in the book corner.
Look forward to seeing you soon,
D. Our Lady of Grace Infants.