Collaborative+group+13

​13 March 2010 Do I just click edit to write here???

11/03/10 Hi fellow group members. I have limited experience at Wikiing but we should be fine! I've read some other groups' intros and read one good idea - each member's contributions are in a unique font/colour so it's clear who's writing what. ( Oh can I bags being purple when I figure out how to change the colour?) - Just did it YAY!

What do you think?

I will post some ideas for and against the reading tomorrow (12th March).

Janine

Hi Janine ​ ​ ​ I found it, Thank you for helping me. I will bags the colour red. Talk to you soon. I will try to post my ideas tonight as well. Talk to you soon.

Lena

13/3/10 It's a good idea to put the date at the top of our entries - otherwise you can't tell when an entry was posted

Pro Kohn (I've just made a verbal pun :)


 * some children will never need specific teaching in phonic skills. These children will be bored and disengaged if forced to read boring basal readers
 * those who do need more specific instruction will receive it - but through well-written interesting stories, not repetitive drills and worksheets
 * reading is more than decoding text - it is about meaning and context
 * "symbols and sounds are taught in order to enjoy literature and in the process of enjoying literature" (Kohn, 2000, p. 161)
 * Instead of treating all children the same and forcing them to read the same thing at the same time children should have choice and opportunities to read texts which are relevant and meaningful to them
 * whole language classrooms encourage children to write without worrying about making mistakes - at first
 * "it is easier to decode a word when you already know what it means" (Kohn, 2000, p. 163)
 * children are not empty vessels waiting to be filled with skills and knowledge - they construct their own understanding of letters, sounds, text and meaning
 * (the argument is not so much about content as about pedagogy - see above ref to pp. 165-166)
 * children will learn to spell correctly in the context of writing with the purpose of clear communication
 * each child will work on their own spelling list - based on interest, words they have trouble with or curiosity
 * they will learn to write and edit and produce a final draft without being constrained by the necessity to get words right the first time
 * teachers model this process
 * students will learn to think about what they read, to talk and think about meaning, not just answer questions which ask for facts and superficial information

Janine

150310 My amendments (additions) to one of your paragraphs against Kohn - what do you think?

It is true that readers recognize familiar words as whole, and yes many students learn to read for themselves the words they thus learn. But how do we read "UNFAMILIAR WORDS'? We must deconstruct written words into their component sounds before we reconstruct the way the complete word sounds . Moreover, although children often are not aware of the individual sounds in words, they spent several years imitating and practicing sounds before they were able to speak whole words. While children are learning to speak parents do not correct every mistake they make as Kohn (2000) points out, however, parents do model the correct pronunciation “Liam wants a banana.” Or “ Here’s your banana.” Saying “nana” is acceptable as a two year old but not as a five year old or ten year old. The same applies to spelling. Without criticism and denigration, correct spelling should be reinforced from early on. A child who writes “froshus dobrmn pensr” should be encouraged to learn the correct spelling of these words. It’s not necessary to squash their creativity but it is necessary to give them the full information, including correct spelling.

Janine

15/3/10 - I've pasted a bit more

Perspective 1: Agree with Kohn's position  Whole language reading us a widely used method in many countries. Research has demonstrated that experienced readers grasp the meaning of entire words at a time. Furthermore, when children talk they use complete words without conscious attention to the individual sounds that make up those words. Why therefore. should children be taught to read - as was the norm once upon a time - by teaching them the component sounds of words. (Is Kohn arguing that children don’t need to learn component sounds? I understand him as saying that phonemic awareness is necessary to reading and that decoding and interpreting the sounds in words does need to be taught). Where the difference lies is Kohn’s (2000) insistence that direct, transmission style teaching is not necessary but that phonics should be taught in the context of reading and writing rather than as disconnected, isolated skills.

15.3.10 - Dating yes very smart good point thank you
 * I like what you have done with the activity of Kohn.
 * Sorry for posting my answers on Mylo do not ask me why I did that and not on wiki.
 * Sorry to say I will not be available tomorrow night at five I do not finish work till 5.30. However, If you would like to talk to me my phone number is 0407315028 or home 62637069 or I am happy to call you what ever works best for you. I Live in Hobart, where are you from?
 * I should have asked from the start. :}
 * There is one more member in our group is that right? Have you heard from them?
 * My last question, when would you like to start talking about our group assignment. It looks big, a lot of work. I would like to start as soon as possible if thats ok with you. Hope to hear from you soon.
 * Sending lots of smiles Lena

15/3/10 I'm in Launceston. I think there are two other members of our group - I posted on Mylo General discussions today so they might come looking for the wiki as I put the link in for them.

I would very much like to start throwing some ideas around for the group assignment. I have done a couple of unit plans for The Arts in Education and Aboriginal Cultural Awareness which were received reasonably well :) I have a unit plan format which works well for me and I'm happy to send you a copy or post one on a google doc when we get one set up - I'm more than happy to look at any proformas you might have too of course. As for the theme or generative question - I'll start thinking and we can throw some ideas around.

Ideas
 * base the unit around one book - and explore all the themes, topics raised or


 * base the unit around a theme - drawing in a number of texts


 * base the unit around children creating their own group or individual texts - incorporating illustrating and presenting the texts either word processed or hand written, making their own paper, binding their own books for presentation to the rest of the class.

> I'm more comfortable with older children because I work in a high school with children with special needs. I have written lesson plans and had ideas for younger children though - in Maths and in early literacy Janine:
 * Age group - which do you feel most confident with?
 * I'm also about to go on prac (10th May) in a Grade 5/6 class so my head will be with the older age group when we are writing this assignment but I'm flexible. This also means that I would like to get going asap because this will be due while I'm on prac working fulltime.

18/3/10 Hi Janie

I really like your idea about selecting a book and exploring all the themes, topics raised. As for the age group I have not done any work with older children, but I am happy to give this ago. It will be a learning experience. You might have to push me in the right direction though. I would also like to start it ASAP.

Kind Regards Lena

17 March Hi to everyone - sorry for not logging on earlier. I think 4 units and working 4 days a week was probably a bit too much to take on this year. My contact details are mobile 0417 521 141 (sorry, recently moved house and still don't have a land line yet). Happy to make an early start also - all the best Janine on your placement in May. Happy to post or email lesson proformas I've used previously if ok with everyone - I like using Murdoch and Hornsby's guide to planning a unit of work: shared activity, tuning in, sorting out, making conclusions and going further. Only a suggestion though. Look forward to working with everyone and chat soon. Take care. Colleen _ ​20/3/10 Hi Colleen You are a busy girl. I am also doing 4 units and working full time so I know what it is like. I also like the Murdoch and Hornsby guide. Janie has also e-mailed a copy of her lesson proforma. As for me I really do not mind what proforma we use as long as we have the key headings such as I Think we need to start talking about how we are going to work as a group, what year level we are doing, what topic we are going to base our assignment on, who is doing what. By the way I really hope everyone is having a great weekend. Talk to you all soon.
 * 1) Unit Topic
 * 2) Curriculum Link
 * 3) year level
 * 4) Lesson Number
 * 5) Lesson Topic
 * 6) Learning Area
 * 7) Learning Objectives
 * 8) Resources required for unit
 * 9) Lesson Outline/structure
 * 10) Assessment

3/5/10 I thought the google doc was getting a bit messy so I'm going to post my idea for my lesson here. I would fully detail one lesson but envisage that this would actually take two lessons to complete - one to storyboard, write script, work out who does what - second to make the ad. My lesson would involve writing a script, storyboarding, acting/speaking and reviewing OR making a print or radio advertisement. I'm wondering about access to a video camera if the whole class are trying to make video ads. Then again, if this is done during the literacy block the others could be working on other aspects of literacy. May be some groups could choose to focus on print media? I would focus this lesson on something positive - writing and communicating a positive message to their peers. I would have the groups pull a topic out of a hat, for example eating 5 pieces of fruit per day; exercising; cleaning their teeth; drinking water instead of fruit juice; eating a healthy breakfast. They would then think of ways to persuade their peers to do this. EAch group would write a short explanatiion, justification for their advertisment. The ads would be presented to the class, displayed around the school, broadcast over the school PA system, shown in assembly.

These ads would be peer and self assessed using a rubric and also used as summative assessment for the unit (only ideas Colleen, if you want to use them in the rationale).

Janine

3/5/10 - a bit later Here's the breakdown of the rationale - 1,000 words Assessment strategies - Colleen Learning Outcomes and literacy strategies - Lena Content and appropriateness to cohort - Janine

Our audience is the school's parent body. I suggest 300 words each - we might have some wiggle room but 300 words isn't many to cover our topics.

Janine 3/5/10 Hi Janine 300 words is this for our lesson plan. As the Rationale is 1000 words so 100 words each point of the rational. Is this right? Lena

Me again I have been thinking if we are expecting the chidren to design a /write a script we need to have a lesson on were they watch a commerical as a whole class and analys the "spokespeople". They need to discuss tone of voice, the speed at which he speaks, the pauses and repetitions. Would you agree? They need to analyse before creating or thinking to write a script? Do you think i am on the right track ? lena

5/5/10 I was taking 1,000 words for rationale and dividing it up into 300 (aprox) for each of us - so Colleen 300 words on assessment strategies - you 300 words on learning outcomes etc and me 300 for content and appropriatness to cohort. We could negotiate on that as some areas might need more words and others less.

I broke down the rest of the task by looking at the breakdown of marks and divvying up the words accordingly - roughly 60% of mark - 1200 words - context/overview/rationale (1,000 of this has to be rationale) 30% of mark - 600 words - individual lesson plans 5% of mark - 100 words - peer assessment 5% of mark - 100 words - self assessment

The only amount which is set is the 1,000 words for the rationale but Sue didn't disagree with my breakdown when I posted it on Mylo a while ago.

As far as analysing - you are absolutely right. Of the Four Reader Roles the one we are focussing on is Text Analyst - and this explicitly asks children to look at what is being said and how it is being presented - textual structures and features (such as tone of voice, speed, visual presentation); whose "voice" is being heard; what is the text trying to make me think and feel? (Winch et al, 2009, p. 47). This would be an important lesson/lessons in the overall structure of the unit. Do you want to have a go?

Then we would have Colleen doing Tuning In - you doing Finding out- me doing Sorting out section (I hope I've got those right) and we could cover some lessons for Making conclusions and Reflecting and taking action briefly in our unit overview. I'm getting my info re Tuning in etc from //Planning Curriculum Connections// p. 110.

Janine