ALEA conference 2016 – day 2

I’m a little delayed on this blog post due to the enormity of thoughts floating around in my head after 3 days of intense learning. Forgive me. Here is as coherent a summary as I can manage.

The power of the word – Jenni Connor

This was my first keynote of the day and Jenni grabbed me early as she spoke of the importance of a childhood rich in books and literacy experiences, something I’ve blogged about before and which I am particularly passionate about. She talked of how, to truly grow a lifelong reader, we need to let them read rich and inviting texts, not necessarily those which are age appropriate or at the right level for them. She provided us with some rich examples of quality literature, in picture books I’d forgotten about, such as The Coat by Julie Hunt and Ron Brooks, but also in places you wouldn’t imagine, such as the powerful writing of Stan Grant in his speech for The Ethics Centre on racism and the Australian dream.

Jenni also ranged into novels and spoke of Morris Gleitzman’s ‘Once‘ with its honest, raw and child centred portrayal of a horrific time in the world. This novel and all that it embodies sums up for me another of her key messages – the power of fiction really is in its lessons of empathy beyond our own lived experiences. As a young child, I was fortunate enough to experience actual life in both the UK and Australia but the diversity of experience I was exposed to was much broader thanks to the range of texts I read or had read to me.

Narrative and creativity: Where do they fit in today’s schools? – Misty Adoniou

I love hearing Misty speak and still count the keynote I attended at last year’s conference as amongst the most powerful professional development I have been part of.

To begin with, Misty spoke about the messy, competing demands and critical thinking required by engaging with multimodal texts in the real world then considered whether this was the case with those neatly packaged, single genre texts encountered by students in the classroom. In fact, it was a speech of considering contrasts – literacy as skill acquisition vs literacy as meaning making being the next. As a primary teacher, this is one I often grapple with, particularly in writing. While students obviously need to develop a whole range of skills and will need varying amounts of time and practise to build them, there is no point in developing such skills in the absence of meaning and purpose. Grammatically correct sentences with sturdy punctuation make no difference if there is no one to read them.

Misty finished with an idea that resonated that helped bring the contrasts to a point – perhaps part of our role in school is providing students with additional skills, opportunities and beliefs that, in conjunction with those from their home environments, allow them to exist in and create in a third space, separate from but informed by (and enriched by) both. I like that concept a lot and I think it helps me reconcile my role as an educator – not there to be the only element in a child’s education, just part of the complex mix that will support and extend their life choices.

Using picture books to explicitly teach about language – Robyn English

A thread that was very common throughout the conference was the power of narrative, particularly picture books, for learners of all ages. This session was no exception and provided both multiple great picture books as well as novel and interesting ways to use them with students.

One of the games I liked was a ‘grammar by dice roll’ game where students were given sentences from favourite picture books and, based on the roll of a dice, were encouraged to…

1 – change the verb

2 – add an adjective to the second noun

3 – add an adverb

4 – add a circumstance

5 – add detail to the subject noun

6 – add a circumstance that includes a conjunction and a pronoun

I could see this being a lot of fun, especially playing with language from texts that my student already loved and were familiar with.

Another activity involved using vocabulary from familiar books and asking students to discuss and justify which was the odd one out of each line. This takes the skills beyond just knowing what the word means and requires students to think more broadly and argue for their point of view.Cm5tHk-WIAA03wc

Overall, another great day of ideas and wonderings.

Day 3 post to follow soon…

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How to grow your own word detective

I haven’t always been passionately interested in spelling. During my first year or two of teaching, I will admit to being similar to so many teachers – frustrated with my student’s attempts, reaching for commercial spelling programs and over-reliant on the ‘look cover write check’ method.

Initially, I put it down to the fact that I had been one of those children who ‘just got it’ when it came to spelling. And reading and writing for that matter. But it wasn’t something I was born with – it was a product of the environment I came from.

From a very young age, I saw the power that words held. They mesmerised my Mum when she relaxed on the couch and read, ignoring whatever yells and screams were coming from me and my sisters as we fought over something petty on rainy afternoons. They earned praise for my sister when she brought home writing from school to show my parents – those words on the page made them smile and say how proud they were of her. And they earned a lot less praise for my other sister when she brought home her school report. I didn’t know what the words said but Mum & Dad clearly did and it wasn’t good. Powerful things, those words.

Growing up, I began to understand how certain words could achieve different things, depending on where they were used and who you gave them to. If I used certain words or phrases at school, teachers listened to me more (for positive and not so positive reasons) and different words and phrases would get me attention at home. A whole other set worked with my peers. As a teenager, I realised that using a certain tone in my speaking and writing made others see me differently and allowed me to build a picture of who I wanted to be, no longer limited by socio-economic or geographic limitations. I saw the power of words take my sister through Year 12 and into University.

Wanting to use and play with that power, I chose to become a journalist where words were my only tool and the product that I spent so long crafting each day.

So I didn’t just ‘get’ reading, writing and spelling. I was raised in a literacy rich household where I had daily demonstrations of the power and wonder of language, almost guaranteed to make me curious. And my reflections on my journey through word curiosity is why I now am so passionate about spelling and words and literacy in general. Ultimately, language has power, whatever age you are and whatever your postcode is. Some children are fortunate enough to be born into environments swimming with rich examples, while others get demonstrations of how limiting it can be when you hold an incomplete set of tools or the wrong ones to do the tasks that you need. Getting children excited about words helps them fill their own toolbox and unlock that magical power that language holds. How can you not be passionate about that?

Digital dandelions: Exploring and interacting with diverse digital texts in primary classrooms

I’m presenting today at the ALEA conference in Brisbane on the topic of using digital texts in primary classrooms. If you’re interested, here is the Prezi and supporting notes that go along with the presentation. A proper blog post will definitely follow 🙂

Prezi

 

List of digital texts that could be used in primary classrooms

Just right texts…..digitally

There’ll be a different tone to this blog this year as I’ve taken on a new role which comes with a whole new set of hats to wear, metaphorically speaking. As of 2 weeks ago, I am a Leading Teacher – 21st Century Learning/Literacy. To say I’m excited would be a huge understatement – what an amazing opportunity to combine my two absolute teaching passions in a school that I love and with a leadership team I respect. There are certainly some nerves in there as well at the steep learning curve I face but I’m really grateful to have the opportunity.

One of my first roles has been supporting teachers in setting up their Literacy rich classrooms and planning for their Literacy time. Within that, there is a very big focus at our school (and throughout our Region) on ‘just right’ texts. Even though our school has intentionally chosen to call these ‘texts’ and not ‘books’, there is still the inevitable lean towards printed material and a small part of my job is to make sure teachers and students consider other options.

On Friday, I had the chance to do a lesson on ‘just right’ texts in a digital sense after being asked by one of our fantastic graduates how to introduce this. I started with an online text from British Council which we used for Shared Reading. At the end of the first page, we talked about whether this was ‘just right’ and one of the students said of course it was because it was read to us so we didn’t have to figure out any of the words. That lead to a great discussion about not only being able to read the words but also to understand what they meant and what was happening in this text – a quick check revealed that not all students understood what was happening in the first page so some other students jumped in to retell it in their own words. By the end of the story, students were very much attuned to what was happening, predicting future events and making inferences about how the characters might have been feeling. In the discussion that followed, one student offered that he sometimes knew all the words on the page but didn’t understand the story so perhaps that meant that his book wasn’t ‘just right’ for him after all. Breakthrough!

Students then worked in pairs to read/view/interact with texts on the iPads, focusing on whether they were ‘just right’ and ensuring this by asking each other questions and retelling what was happening. We explored The Numberlys, The fantastic flying books of Morris Lessmore, Barefoot Atlas and Dandelion and the classroom was abuzz with really rich discussions of stories, characters, motivations and predictions.

To conclude, we talked about how the digital texts were different or the same as the ‘just right’ texts in their book boxes and whether there were features that had helped or hindered their understanding. I had originally thought some of the features in the interactive books might be distracting but one student said he used them to act out what had happened up to that point and get it clear in his mind before moving forward. Another student said she did find the features distracting and couldn’t remember the story – she’d decided in the end it was because that text was too hard for her so had closed it and tried something else.

I’m certainly not suggesting that students constantly be fed a digital diet but this lesson opened these students and their teacher up to the rich possibilities for comprehension in digital texts and, I hope, added it as an important ‘food group’ when considering their reading and viewing needs in the future.