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The Classroom Context Part A

The Class is Year One and operates under the open planned learning scheme. The space is shared with three other classes. The room was purposefully
designed and each class has their own corner as a home base. The centre of the room has a withdrawal area and a shared wet area. There are open areas
with large mats in front of interactive white boards for the classes to come together and complete joint work. Each class has its own large wooden book
display case for the children to access as needed and during daily quiet reading time.

Classroom Resources
Class Library
Student point of need
access and quiet reading
time
Guided Reading
Books. Teacher
directed access
Reference Books
Point of need
access by students
Key Learning Area Displays on different benches around the room
students access as needed during inquiry of for quiet reading time
material. These displays are the focal point for the unit.
Teacher
Personal
Collection
* Students choose 4 books
each & teacher selects a
tub of books
* Books selected at
beginning of term and
changed mid-term.
* Predominantly picture
story books, some
themes included:
Family, animals, vehicles,
jokes, aboriginal
dreamtime
* Junior Novels: Aussie
Bites and some others
* Non-fiction, some of
topics are: sport, nature,
weather, vehicles, animals
Located in the
withdrawal area

Ranging from
emergent readers
to independent
readers.
* 10 Picture
dictionaries
* 15 junior
dictionaries
* 1 phonetic
dictionary
* 2 Rhyming
dictionaries
*15 Junior atlases
* 5 Thesaurus


Religion Science HSIE Student
access
restricted

Varied titles
and genres,
too
numerous
to add here
* Large Display
Bible
* 15 Honey and
Gold Childrens
bible
* Illustrated bible
stories
* Prayer books
ie The Rosary

Water Cycle
Various Texts about
water, conserving
water, building dams,
Posters of water cycle


Workers in the
community.
Various texts about
occupations, mostly
non-fiction
The school has organised unit specific KLA
resource tubs containing suitable texts,
including multiple copies where appropriate
and a variety of resources including posters,
maps, brochures etc. the teacher is also
responsible for sourcing any additional
resources required.
In addition at the beginning of each term and as required students log on and bookmark websites that will be frequently used during the term as directed by
the teacher.
The Library

The library is open to all students every lunch time for borrowing, returns, quiet reading, quiet games eg chess, students with technology passes have access
to the i-pads (each class has a few passes and allocate passes to students via negotiation or roster system) Guidelines for use are displayed and enforced.

Each class has two scheduled 45 minute visits to the library each week for:

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a) borrowing and returning library books. Class teacher is facilitator and this opportunity can be utilised to read or for children locate resource materials as
well. At the beginning of each term and half term a bulk borrow for class library is facilitated, as described above, also if change is requested earlier by
students, this can be accommodated.

b) lessons with the school Integrated Learning Specialist (ILS). During Term 1,2 & 4, outcomes are chosen by the teacher to support and integrate with class
programs, the ILS develops the support program and features use of technology. Term 3 focuses upon Book Week.

The teacher may facilitate further library access by booking available free time through the office.

The Library has been built in the last five years and has an attractive open plan, smart TV capabilities, laptop bank and i-pad bank, along with reference
books, fiction and non-fiction titles organised into junior/senior sections. The framed artworks are large illustrations completed by visiting illustrators.


The Children

As the children are about six and seven and are still developing reading and writing skills and it is Term One I individually interviewed 14 children with the
survey provided. The collated survey information can be located in the appendix.

On the whole children have positive attitudes towards reading but are having trouble recalling specific information, their responses were fairly general in most
areas. I noticed that the responses were more detailed about what someone has to do in order to be a good reader and conclude that the children are deep in
the learning to read phase, they are able to name reading strategies that they are learning in class and are heavily focused on how to read. I would like for
these children to be more aware of reading for the purpose of enjoyment and as a possible leisure activity.

I noted that the majority of children were not able to name a favourite author, one child even stated that they dont read that bit on the book. This could be
due to: a) lack of knowledge of authors and illustrators, or b) names may be more difficult for emergent readers to decode, or c) lack of interest in finding out
who wrote and illustrated the book. I would like these children to experience a connection with an author or illustrator.

I also noted that the predominant strategy for choosing books was based on the attractiveness of the cover and illustrations included in the book. This
strategy can limit students in their choice of reading materials, a wider criteria for selecting books may expose the children to genres they havent experienced
yet.

There was a limited range of books indicated as most popular these ranged from picture stories to non-fiction, animals, TV shows, comic books.

From these survey results I feel that the students would benefit from learning about authors and illustrators, this may also provide motivation to select books
based on a favourite author and encourage children to start sharing with others authors that they like.



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Part B

Rationale


Author study of Peter H. Reynolds

This program aims to develop the Literacy of Year One students across the curriculum in response to my perceptions of the students needs that arose from
the survey.

This program aims to:

Encourage students to learn about the role of authors and illustrators
Encourage students to choose and explore books based on their knowledge of an author
Introduce critical literacy strategies that promote higher order thinking and questioning of attitudes, values and beliefs portrayed in the text.
Develop childrens understanding that texts are constructed for a purpose and contain a message.
Promote reading practices that facilitate engagement, interpretation and analysis
Encourage readers to voice and discuss their opinions
Introduce a creative process, described by Wallas (1924) stated in Fautley & Savage (2007)
Encourage active, reflective listening with understanding through Talk Moves (as children are listening to each other they indicate their thinking
through three specific signing actions. See appendix for details.)
Draw from three perspectives, as described by Jenkins (1999)
- A literary biography in which students make connections between the authors life and work
- Readers critical response to the books, focusing on themes, characters and writing
- Readers own response to the books, focusing on books that help readers relive and reflect on events in their own lives.
Encourage reflective responses











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Term Overview: Year 1 2014
English Mathematics Religion
Science &
Technology
HSIE Creative & Visual Arts PD.H.PE
Lesson 1 & 3

Lesson 4 Lesson 2 Lesson 5
Reading and viewing
Writing and representing
Speaking and listening
Place Value
Measurement
Multiplication & Division
Stories of Jesus Renewable
Energy
Wet and Dry
Environments
Famous Artists
Music around the world
Who Am I?
Dance
Australian Curriculum: ACSHE022, ACSHE035, ACSIS025, ACSIS038, ACELA1453, ACELT1582, ACELY1656, ACELY1664
NSW new syllabus for the Australian Curriculum
Author Study: Peter H. Reynolds
Language
Literature
Literacy
RESPONDING & COMPOSING
Make inferences about characters actions, qualities and
characteristics
Engaging personally with texts
Discuss purpose
Demonstrate active listening
IMAGINATIVE TEXTS
Print texts
Visual Texts
Multimedia visual texts
Language Modes
Speaking, Listening, Reading, Writing
THEORETICAL PERSPECTIVES & MODES
Personal growth
Critical literacy
Values & Attitudes
Knowledge, understanding & skills
Connections
Text to self
Text to text
Text to world
GENERAL CAPABILITIES (ACARA)
Literacy
Information & communication technology

Key inquiry Questions:
What is an author?
What is an illustrator?
What types of books does Peter H. Reynolds write? And
Illustrate?
Are there any similarities between the characters?
Are there any particular messages that the author wants to
voice?
Assessment for learning
Assessment as learning
Assessment of learning
CROSS CURRICULUM PRIORITIES (ACARA)
Sustainability: providing rich and engaging contexts
for developing students abilities listening, speaking,
reading, viewing and writing
Needs based (response to survey)
Knowledge of author
Another criteria for selecting texts
A Literary Biography: connections
between authors life and work
Readers critical response to the books
Readers own response to the books
Enabling students to understand and use language effectively, appreciate, reflect on and enjoy the
English language and to make meaning in ways that are imaginative, creative, interpretive, critical and
powerful.
Overview
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Focus: Author Study Peter H. Reynolds

Background Information for the teacher
Duration: 5 Lessons dispersed across the term.
English approximately 45 minutes Lesson : Reading and responding
Lesson 4: Writing Haiku
KLA lessons approximately 90 minutes in afternoon block
Peter H Reynolds is an award winning author, illustrator, bookshop
owner, founder of fable vision and an advocate for creativity and
children of all ages.

The Glorious, Wonderful, Empty Page (Blog by Peter H. Reynolds)
http://creativeeducator.tech4learning.com/v02/articles/Empty_Page

Fable Vision http://www.fablevision.com/


Links to Key Learning Areas
Visual Arts
Science & Technology
Mathematics
Health
English

ACARA Outcomes Assessment Overview

Language:
- compare different kinds of images in narrative and information texts
and discuss how they contribute to meaning. ACELA1453
Literature:
- recognise that texts are created by authors who tell stories and share
experiences that may be similar or different to students own
experiences ACELT1575
- discuss characters and events in a range of literacy texts and share
personal responses to these texts, making connections with students
own experiences. ACELT1582
Literacy:
- engage in conversations and discussion, using active listening
behaviours, showing interest and contributing ideas, information &
questions. ACELY1656
- construct text that incorporate supporting images using software
including word processing programs ACELY1664

Science: ACSHE022, ACSHE035, ACSIS025, ACSIS038



Formative assessment in the form of anecdotal records, work samples,
observational checklists and analysis of contributions to be analysed
to:
inform future teaching and learning.
determine students level of engagement and understanding

Students reflection-in-action as assessment for learning, children
monitor their own progress.

A summative assessment product will be produced, following lesson 5
in the form of a vision board that encapsulates their learning, self-
reflection and creative endeavours. The vision board will highlight
students, values and attitudes, hopes and dreams and successes and
challenges, as realised through critical reflection after reading and
responding to the core texts. Students will choose which pieces best
suit addition to vision board including reasons for inclusion.

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Content Teaching, learning and assessment Resources
ACARA
engage in conversations and
discussion, using active
listening behaviours,
showing interest and
contributing ideas,
information & questions.
ACELY1656

discuss characters and events
in a range of literacy texts
and share personal responses
to these texts, making
connections with students
own experiences.
ACELT1582

recognises that texts are
created by authors who
tell stories and share
experiences that may be
similar of different to
students own experiences
EN1-11D











English: Lesson 1
Viewing a picture story book Title: Roses Garden
Sharing the text (reading/viewing and interpreting)
During shared reading discuss the idea that stories can have a message or moral to the
story, think moves encouraged in every lesson.
Preview the cover, activate students prior knowledge and invite predictions.
Explain that Peter H. Reynolds is both an author and illustrator. Discuss what it
means to be an author. Discuss what it means to be an illustrator.
Share the text with students, pausing to think aloud and model thinking about
the text using, See, Think, Wonder strategy. (Thinking routines support students
to attend closely to details in the visuals, stimulate their curiosity and
encourage thoughtful interpretations).
After modelling, pause at various points and invite students to turn and talk to a
partner about their observations, their questions, predictions and wonderings.
After reading students think, pair, share:
a) the most memorable moment in the book for them and why it was so, or
b) what was the message of the story and why do you think Peter wanted to write
about that, or
c) a connection to their own life.

After Shared Reading explore the large attribute chart including the headings, explain
to the class that after reading each book by Peter H. Reynolds the interpretations from
the class of the book would be discussed and analysed and then added to the chart. Eg
Titl
e
Author Illustrator Interesting
Language/
new vocab
connections characters setting emotions messages Theme/ethics


Discuss, analyse and add thoughts to the chart. Tell the class that at least one book by
Peter H. Reynolds would be read every day and additions made to the attribute chart.

View Peter H. Reynolds speaking about his work.
Present each child with a blank journal and an invitation to make doodles, sketches,
comments, reflections, observations through-out this unit about:
a) their reactions to or thoughts about Peter H. Reynolds, or
BOS New English
Syllabus
http://syllabus.bos.nsw.ed
u.au/english/

Student Resource
Think Moves (see
appendix)

Print Text
Roses Garden




















Multi-media resource
https://www.youtube.com
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b) their interpretations of the text or
c) patterns emerging or
d) text-to-self connections or
e) images inspired by the artwork or
f) their own thoughts/feelings or attitudes evoked by the book
Students record their first entry in the journal.
(the purpose of this is for the children to engage creatively with ideas, as Peter H.
Reynolds suggests.) For the duration of the Author study this activity will be catered
for in one of the learning centres while Guided Reading is occurring.

Global Read Aloud October 2014 to feature Peter H. Reynolds. Add this event to class
calendar. Students suggest some initial thoughts as to why he might have been chosen.
(Text-to-world connection)
Formative assessment in the form of anecdotal records focus on the engagement of
students with talk moves and contributions to the attribute chart, ACELY1656,
ACELT1575, ACELT 1455
/watch?v=H6RCrLwlGEc


Student Resource
Blank journal








Teacher Resources
http://www.globalreadalo
ud.com/


Teacher Lesson Reflection see appendix

Content Teaching, Learning and Assessment Resources
NSW BOS
VAS1.3 Realises what
artists do, who they are
and what they make.
VAS1.4 Begins to
interpret the meaning of
artworks, acknowledging
the roles of artist and
audience

VAS1.2 Uses the forms to
make artworks according
Visual Arts Unit: Famous Artists
During this unit the students will have the opportunity to study famous artists and to
follow the creative journey of Peter H. Reynolds, author/illustrator to:
ignite creative investigations of making artworks according to varying
requirements.
Critically reflect and interpret the meaning of artworks.
Learning about the Illumination stage of a Creative process
Children will be given an opportunity to extend and develop their vocabulary specific
to Visual Arts in Learning Circle Reflection after every lesson.
Lesson 2
Setting the Scene (aprox 10 minutes)
NSW BOS Creative arts
syllabus
http://k6.boardofstudies.n
sw.edu.au/wps/wcm/conn
ect/ce0d0525-fb53-44db-
b4bb-
f9d252549824/k6_creativ
e_arts_syl.pdf?MOD=AJ
PERES


Visual resource
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to varying requirements.





ACARA
Use and experiment with
different materials,
techniques, technologies
and processes to make
artworks.
(The Arts F-10 scope and
sequence by band. F-2)

NSW BOS
Begin to understand that
choice of vocabulary adds
to effectiveness of text.
EN1-9B







Identifies and discusses
aspects of their own and
others learning EN1-12E
Introduce unit and discuss learning Intentions for the unit and display for reference.
View five images by Pablo Picasso via IWB. During exploration of images focus on
familiar/unfamiliar aspects of the images and justification for thoughts.
Model examples, ie At first I didnt know what this picture was about because there are lines going
everywhere and the colours and shapes are not true to life but then I noticed a nose and some eyes and I think these
are arms holding a baby so I think this is a picture of a mother holding a baby.
Students discuss their interpretations of the artwork.
Discuss Pablos unique creative style and how different it was for the time.
Pose question: What is the value of being creative? Of creating in a way that is
different to what everyone else is doing? Students reflect for a moment and share
responses with a partner.
Focusing Questioning (approx. 15 mins)
Revise themes previously explored in The Dot by Peter H. Reynolds.
Read and respond to The Museum by Susan Verde, illustrated by Peter H. Reynolds.
Questioning based on Blooms Taxonomy. Culmination questions: Pablo Picasso
creates unique style of art. Peter H. Reynolds advocates taking a risk and making your
mark, as portrayed in the Dot. Susan Verde reminds us in the museum that art is meant
to cause the audience to feel, and be challenged /mystified and think deeply and most
importantly What do you think? Do these ideas go together? In what ways? How else
could we make connections? How might you apply these ideas? What benefits would
that have in your life?
Illumination : Students are encouraged to experiment in the illumination phase of
the creativity process by creating their own unique forms of dots testing various
mediums at investigation stations. (Aprox 40 mins)

Station 1: Water balloon Printing. Station 2: Milk bottle lid printing. Station 3:
Acrylic paint station. Station 4: Collaborative station: Together create a banner
showcasing dots to be displayed in the classroom. (pack up aprox 10 mins)
Reflection and Art Appreciation Learning Circle in small groups. (Aprox 10 mins)
Formative assessment, anecdotal checklist, VAS1.2, VAS1.3, VAS1.4, EN1-9B
Where to next: Explore, via internet, the growing movement for International Dot Day
and students response and interest in becoming involved. (Text-to-world connection)
Remainder of Unit is included as an outline of activities in the appendix.
http://www.mykidsart.co
m.au/Pablo_Picasso_Fam
ous_Artists_My_Kids_Ar
t.html

Interactive White Board
(IWB)




Texts
The Dot
The Museum






Teacher Resource
Visual Arts Word wall
(see appendix)


Student Resource
Visual Arts Reflection
(see appendix)


Teacher Lesson Reflection: see appendix

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Content Teaching, Learning and Assessment Resources
NSW BOS

Responds to and
composes a range of texts
about familiar aspects of
the world and their own
experiences. EN1-11D

constructs text that
incorporate supporting
images using software
including word processing
programs ACELY1664


Thinks imaginatively and
creatively about familiar
topics, ideas and texts
when responding to and
composing texts. EN1-
10C

Identifies and discusses
aspects of their own and
others learning EN1-12E

English: This lesson is taught within a poetry unit after a number of lessons teaching
the structure of Haiku. The lesson will need to be a sequence running over a number of
days to allow for drafting, proofreading, editing and publishing. As such the first part
of the sequence will be the focus for Lesson 3.
Explore cover of Guyku by Bob Raczka, illustrated by Peter H. Reynolds
Students predict what the book will be about sharing ideas with a partner.
Read both the note from the author and the note from the illustrator making para-
textual links, then revise and share predictions. Did your predictions change? How did
they change? What influenced the change?
Read and respond to text with think, pair, share, either:
- The most memorable moment and why, or
- A connection: self, text or world, or
- What messages did you hear?

Modelled writing focus: From brainstorm to first draft of Haiku.
Guided writing: small group intervention and support
Independent writing: Individual brainstorm/planning then into first draft.
Where to next: Proofreading, editing and then publishing as a spoken text using
Vocaroo, an online voice recorder as a link on computer generated image. This will be
used as a summative assessment product assessing ACELY1664, EN1-10C, EN1-11D,
Peer Assessment: Sharing Texts, students listen to and reflect on others Haiku
providing one positive aspect for feedback via Vocaroo.

BOS New English
Syllabus
http://syllabus.bos.nsw.ed
u.au/english/

Print Text
Guyku







Web 2.0 Resource
http://vocaroo.com/

Teacher Lesson Reflection (see appendix)






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Content Teaching, Learning and Assessment Resources
NSW BOS
ST1-83S identifies ways that
people use science in their daily
lives to care for the
environment and the Earths
resources
(ACSHE022,
ACSHE035)ACARA

Students conduct investigations
by: Working cooperatively and
individually when participating
in different types of guided
investigations to explore and
answer questions, such as
manipulating materials, testing
ideas, and accessing
information sources, surveys
and fieldwork ( ACSIS025,
ACSIS038) ACARA

Mathematics
MA1-9MG measures, records,
compares and estimates lengths
and distances using uniform
informal units, metres and
centimetres.

Science and Technology: Unit Renewable Energy Lesson 4
Setting the Scene
Briefly review Health Lesson and the collaborative process producing synergy.
Discuss how lose/lose, win/lose and win/win thinking (previously taught) impact upon
a collaborative processes.

View animated text Above and Beyond by Peter H. Reynolds & Paul Reynolds

Response questions: Based on Blooms Taxonomy
What happened in the story?
What types of thinking were displayed by the characters?
How did this affect them?
What were the benefits of the characters working with win/win thinking?
What do you think the other children in the race might do in the future?
Why do you think that?
How could you use win/win thinking?
In what ways could win/win thinking help you?
Discuss the synergy that occurred because Peter H. Reynolds and Bob Raczka worked
together collaboratively and used win/win thinking.








Preparation as whole class
Discuss what it would feel like to experience synergy.
Students suggest what it would look like/sound like in the room if everyone was
working synergistically. Record electronically on IWB.
What are some things/problems that could block synergy?
What are some strategies that could help overcome that problem? Record
NS W BOS PDHPE
syllabus
http://k6.boardofstudies.n
sw.edu.au/wps/wcm/conn
ect/6e4311c5-336e-44f8-
8c39-
e289d96597a8/k6_pdhpe
_syl.pdf?MOD=AJPERE
S




Multi-modal text Above
and Beyond
https://www.youtube.com
/watch?v=7KMM387HN
Qk















Learning Intention: Work collaboratively with a partner to complete the
investigation challenge and experience a synergistic relationship.
Challenge: Make a car using only the materials on the list. Heres the
catch; to make your car move, you can only blow on it.
You will need to devise a method to record how far the car travelled.
Materials: 3 non-bendable straws, 4 lifesavers, 1 piece of paper, tape

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electronically on IWB.
Incubation
In partners:
discuss how they plan to create synergy and strategies they want to use if
any synergy blocks arise.
Design the puff mobile and method of recording the distance travelled.
Illumination
Trial and error testing on components of design & redesigning where necessary
Verification
Test the design.
Record the distance travelled.
Reflect on and record things that worked well, things that could be improved
and why, problems encountered during any of the stages.

Plenary session: Students share insights and teacher highlights both instances of
synergy being observed and design creativity and innovation.
Planned Formative assessment observational checklist
Where to next
Challenge: Change the design of the car so that it will travel even further on one puff.

Creative Process: Preparation, Incubation, Illumination, Verification described by
Wallas (1926) as reported in Fautley & Savage (2007)






Interactive white board
(IWB)

Student Resource
Puff mobile organiser and
student reflection




Teacher Resource
Formative assessment
Plan Creative Process
Observational Checklist
(see appendix)
Teacher Lesson Reflection (see appendix)



Content Teaching, Learning and Assessment Resources
NSW BOS
Knowledge & Understanding
GSS1.9 Describes the
characteristics that make
them both similar to others
and unique.
Personal Development Unit: Who Am 1?
Lesson 5
Read and respond to North Star by Peter H. Reynolds.
What problem did the character encounter?
Why do you think that happened?
Does that problem remind you of anything that has happened to you? Please
Print Text
North Star




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Skills:
COS1.1 Communicate
appropriately in a variety of
ways
DMS1.2 Recalls past
experiences in making
decisions
Values and attitudes
V1 refers to a sense of their
own worth and dignity
V6 commits to realising their
full potential

English
discuss characters and events in
a range of literacy texts and
share personal responses to
these texts, making connections
with students own experiences.
ACELT1582 (ACARA)

explain.
What could have happened if the character didnt find his path?
What questions would you ask the character if you met him on his journey?
The journey changed at points along the way, why do you think that happened?
How would you explain what the message of this story is?
Do you think that this is an important message for people to hear? Why or why
not?
How could this message enhance your life? Please explain.

Explore the story of The Miracle of The Chinese Bamboo Tree and participate in
guided Self Reflection activity (aprox 45 mins) see appendix.

Plenary Session; highlighting how students felt during guided reflection and any
insights gained by students as a result.
Where to next lesson: Summative assessment product: Students produce a vision
board, assessing GSS1.9, V1, ACELT1582.




Teacher Resource
Miracle of the Chinese
Bamboo Tree (see
appendix)

Guided Reflection (see
appendix)

Student Resource
Guided reflection
Template
Teacher Lesson Reflection + Unit Evaluation

Books written and Illustrated by
Peter H. Reynolds
Books Illustrated by Peter H. Reynolds Additional books that support the theme of staying
true to one self.
Roses Garden
My Very big Little World
So Few of Me
Im Here
Ish
The Dot
Sky Color
The Smallest Gift of Christmas
The North Star

The Museum by Susan Verde
Someday by Alison Meghee
Guyku: A year of Haiku for Boys by Bob Raczka
Plant a Kiss by Amy Krouse Rosenthal
Judy Moody Series by Judy Bloom


Leo the Late Bloomer by Robert Kraus
Shrinking Violet by Lou Kuenzler
Chrysanthemum by Kevin Henkes
You Are Special by Max Lucado

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Reference

Davies, J. (2006). A Critical Literacy unit: humans and animals. [online]. Literacy Learning; the Middle Years, 14(1), i-xii

Harris, P. (2005). At the interface between reader and text: devices in childrens picture books that mediate reader expectations and
interpretations. [online]. Australian Association for Research in Education Conference: Parramatta.

Fautley, K., & Savage, J. (2007). Creativity in Secondary Education. Exeter: Learning Matters Ltd.

Jenkins, C. B. (1999). The Allure of Authors: Author Studies in the Elementary Classroom. Portsmouth, N.H. : Heinemann.

Jewell, P., & Webster, P., & Henderson, L,. & Dodd, J., & Paterson, S., & McLaughlin, J., (2011). Teaching Ethics, Care, think and choose: A
curriculum based approach to ethical thinking. Moorabbin: Hawker Brownlow Education.

Pappas, P. (2012). A Taxonomy of Reflection: Critical Thinking For Students, Teachers, and Principals. [Blog] Retrieved from
http://www.peterpappas.com/2010/01/taxonomy-reflection-critical-thinking-students-teachers-principals.html




Appendix Contents Page Number

Student Reading Survey .14 - 18
Teacher Lesson Reflection .19
Talk Moves 20
Student Self Reflection for Visual Arts ..21
Teacher Resource Visual Arts Word Wall ..21
Art unit Outline ....22
Puff Mobile: Student Resource 23
Science: Creative Process Observational Checklist 23
Miracle of the Chinese Bamboo Tree (unknown author) .24
Guided student reflection .24
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Reading Survey April 2014 Year 1 As mentioned in section A children unable to complete independent survey, so they were individually
interviewed and the answers are as given by the children and collated under each question.

1) If you had to guess
How many books would you say you owned?

2, 10, 99, dont know 50, 100, I have lots I dont know, 50-60, 6, 25, 20, 20,108, 100, 2,

How many books would you say are in your house?
No, 21, 100, 100,156, even colouring books 90, 49, 30, 40, lots of books, 159, 70,100,

How many books would you say you have read in the last twelve months?
15 or more, 30 something, 20 hundred, 2 or 3 or 4, 100, maybe .. , 77, 20, 30, 8, 100, 13, 10

2) How do you learn to read?
My teacher tells me,
I dont know sound it out
Doing strategies
The teacher gives you books, its pretty easy
Sound out words
By reading really hard books
Strategies
By reading a lot of books
By practicing at home on the weekends
By reading everyday
By learning the words and my mum helps me if I get stuck
My teachers taught me
Practice reading
The teacher helps

3) Why do people read? List as many reasons as you can think of.
To learn by going to school
Cause it helps them so they know more words
To learn because they want to
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To teach them to learn, it helps them to learn words and spell words and stuff like that
So they can learn, so they can get better at work
So we can also get better at spelling, if there is a word you need and youve seen it
before you can just remember it.
So they get more smarter
Cause helps them to be a good reader. Need to learn words. So they can know about scary books. So they can go to high school and get bigger
books.
So they can get better, so they can learn different words.
Because they like to learn and want to be good readers.
Because its fun, because they like to, so they learn, so they can fall asleep
So they can learn, so they can get smarter
Because you can learn, cause they like reading, so grown- ups read you a story

4) What does someone have to do in order to be a good reader?
Listen, chunky monkey, stretchy snake, eagle eye, try and sound it out
Finger spaces, listen, trying again, trying different words, chunking it, flip the word, get your lips ready, stretching it out
Practice for a whole year
A good reader stretch the word out, skip it, try again or chunk it
Sound out the words
Chunk it out
Reading nearly every day, every morning before school also read before you go to sleep
Read every day
Read every night and every weekend, stretch it out, chunky monkey, skippy frog
Stretch the word out to skip the word, look at the picture
Learn and listen to the teacher, stretch it out, flip the word
Practice reading, stretchy snake, skippy frog, chunky monkey, eagle eye
Practice, stretch the word out, skip the word, chunk it, look at the picture
Be good, chunky monkey, stretchy snake, flippin dolphin

5) What kinds of books do you like to read?
No, I dont remember some
Dictionary, about animals
The Ugly Duckling story
Library books, Little Red Hen-My favourite when I was little, I liked it so much. I dont read it much anymore.
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Terina Macare
Peppa Pig stories
I like to read scary books
Bugs, who let the dogs out? I like reading, stickers
My sisters books, fiction and nonfiction
Ugly Duckling, fiction
Any books, ghost, spider pig
Story tales, fiction and nonfiction
The Famous Five ones
Superman books, Batman and Robin

6) How do you decide which books you will read?
By looking at the picture and seeing whats nice and by looking in the book for things that look good
Just pick it, it just seems more fascinating
Theyre funny and look funny
I pull them out and see the pictures on the front. The pictures I dont like the look of I put back
I pick my favourite of all of them
I dont know about that one
Shrug
Cause my mum chooses and I have to read them to my mum and sister cause sometimes I like to read my library books to myself
?
Choose stories
By the front cover
I pick the ones I like
If you like it or love it (the pictures)

7) Who are your favourite authors?
I dont remember their names
I dont know, spider books
The one who did The Gruffalo
Not sure, I dont read who made the books, Im not good at that mum and dad will teach me
I dont read the authors
I dont know
Dont know any authors
Jack Wilson, stories about good people & Santa Clause
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Terina Macare
Um, (shrug) is that when Belinda Murrell came to the school?
I really dont read that bit
My dad, he likes some of the books

8) Have you ever reread a book? _______ If so, can you list the titles?
Yes, mostly from the library
Yes, I dont remember
Yes, The Ugly Duckling
Yes, Little Red Hen
Yes, I dont remember what theyre called
I think Ive, have in kindy. I got the brace triceratops, I got it again
Yeah, walking through the jungle, Im shy, Little Princess Mermaid
Yes, Peppa Pig book, Play School Book
Yeah, The Spiderman story
Yes, Grandma Pandas China Story Book
I do read my readers
Yeah, Firefly and Super Sam

9) How often do you read at home?
Not really a lot, only about one or two a week
Often
Only my readers
Not much only the readers the teacher gave me
Every night
7 times a week, I dont read much, I never bother with reading its so annoying
Every night and weekend
Every school day except Friday, readers and other books as well
Once a day, everyday
Lots of times
Every night
I read every day

10) In general, how do you feel about reading?
I dont know, weird, I like it
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Terina Macare
Nice and calm
Sometimes a bit sad ( when I dont want to) sometimes a bit fun (when I want to)
Great because books are fun because they have all sorts of good stuff in it,
Happy because Im learning how to read
Shrug
Good
Happy
My heart is building, I just relax and enjoy the book
Good
Happy
I feel happy

Survey questions from LEO, originally sourced from (Read, Write, Think)











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Teacher Resource: Teacher Lesson Reflection
Based on: A Taxonomy of Reflection: Critical Thinking For Students, Teachers, and Principals by Peter Pappas
Bloom's Remembering: What did I do?
Teacher Reflection: What was the lesson? Did it address all the content? Was it completed on time? How did students "score" on the assessment?

Bloom's Understanding: What was important about what I did? Did I meet my goals?
Teacher Reflection: Can I explain the major components of the lesson? Do I understand how they connect with the previous / next unit of study? Where does this unit
fit into the curriculum? What instructional strategies were used? Did I follow best practices and address the standards?

Bloom's Application: When did I do this before? Where could I use this again?
Teacher Reflection: Did I build on content, product or process from previous lessons? How does this lesson scaffold the learning for the next lesson? How could I
adapt the instructional approach to another lesson? How could this lesson be modified for different learners?

Bloom's Analysis: Do I see any patterns or relationships in what I did?
Teacher Reflection: What background knowledge and skills did I assume students were bringing to the lesson? Were the instructional strategies I used the right ones
for this assignment? Do I see any patterns in how I approached the lesson - such as pacing, grouping? Do I see patterns in my teaching style - for example do I
comment after every student reply? What were the results of the approach I used - was it effective, or could I have eliminated or reorganized steps?

Bloom's Evaluation: How well did I do? What worked? What do I need to improve?
Teacher Reflection: What are we learning and is it important? Were my assumptions about student background knowledge and skills accurate? Were any elements of
the lesson more effective than other elements? Did some aspects need improvement? Were the needs of all learners met? What levels of mastery did students
reach? What have I learned about my strengths and my areas in need of improvement? How am I progressing as a teacher?

Bloom's Creation: What should I do next? What's my plan / design?
Teacher Reflection: How would I incorporate the best aspects of this lesson in the future? What changes would I make to correct areas in need of improvement? How
can I best use my strengths to improve? What steps should I take or resources should I use to meet my challenges? Is there training or networking that would help me to
meet my professional goals? What suggestions do I have for our leadership or my peers to improve our learning environment?

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Terina Macare

Learning Intention: Active listening for understanding
Conversation is like a strategic game where players change strategies depending upon the previous move. Each participant needs to be
actively engaged and motivated. When the teacher sees students indicating they have information to add to the last thought or they that the
majority of listeners agree with a statement, or can provide an example, then the conversation is able to be facilitated efficiently and
participants thinking is observable.
Move/Strategy Application
Repeat Hearing and Understanding what someone said, so that you are able to repeat it.
Silent signal: Im
thinking the
same as you
Providing immediate feedback without interrupting the speakers train of thought.
(Hand in the air 3 middle fingers closed, thumb and pinky extended, shaking hand)
Silent signal: Id
like to add on
Taking the idea one step further by adding more information.
(Hand up with index and middle finger extended)
Silent signal I can
provide an
example
Understanding the information and providing an application or example.
(two index fingers crosses indicating an x)
Revise your
thinking
When confronted with new information sometimes you want to revise your thinking
and ideas.
Expectations: One speaker at a time. Listen respectfully. No Distractions
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Terina Macare















Teacher Resource Visual Arts Word Wall
Colours Texture Mood Composition
natural flat calm flowing
lively polished content spacious
stimulating smooth peaceful chaotic
subtle raised relaxed cluttered
clashing rough tranquil overlapping
bright coarse cheerful lopsided
brilliant pitted happy unbalanced
deep scratched joyful symmetrical
earthy uneven romantic asymmetrical
harmonious hairy gloomy foreground
intense sticky sad background
rich hard tearful middle ground
strong shiny angry angled
vibrant glossy chilling landscape
vivid reflective energetic portrait
Student Self Reflection for Visual Arts

Small group oral interaction
You may choose words from the Visual Arts word wall to help you talk about your art with each other.

What inspired you to create this artwork?
What are 2 things in the artwork that are enjoyable or were successful while creating?
Were there any aspects that you found frustrating or disappointing? What were they? How did you overcome them?
Is there anything you would change? Why?
What ideas or emotions does your artwork express?
What have you discovered or learned about yourself through art today?

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Terina Macare
Outline for remainder of Visual Arts unit.

Lesson Vase of Flowers. (Margret Preston & van Gough) Compare and contrast
View animated version of Ish by Peter H. Reynolds. Discuss theme: Believing in yourself no matter what anybody else says. Mantra Dont
squish anybody elses ish
Directed sketch (two products produced) both in texta to avoid temptation to erase and to encourage confident lines and free movement.
1) Place a paper plate over the tip of the texta and sketch the vase of flowers without looking at the tip of the pen (take a risk! Be confident
and bold, create a new way of doing something)
2) Sketch the same vase of flowers looking at what you are sketching
Frame both artworks on one piece of black paper
Reflection about the differences in producing the two forms of art

Lesson: Michelango. View power-point showcasing various artworks and pertinent life history. Discuss problems encountered when painting on
ceiling and timeframe involved. Discuss how Michelango came up with concept for the picture. Read Sky Colour by Peter H. Reynolds. Discuss
why the character chooses to paint the sky in that colour. Discuss how she generated her idea for the mural. Students invited to create their own
mural, tape the paper to the underside of the desk and draw lying on the floor creating a picture for the ceiling of their church expressing a time
when they felt close to God. (links to religion)

Lesson: Self Portraits View & discuss self-portraits of various famous artists.
Read So Few of Me by Peter H. Reynolds. Discuss how important each person is, how they bring unique qualities and talents/ skills to the world.
Preparation and setting the scene for lesson 5. Investigation stations different techniques of self-portraits.

Lesson: Summative Assessment Product: entry into Australia Day Council Art Competition. Criteria for marking by council:
Unit Reflection








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Terina Macare
Puff Mobile
Incubation: Our Plans







Illumination: What happened in trial and error testing









Redesign ideas





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Terina Macare
Verification: Test design & record distance travelled







Reflection : See anchor chart in classroom for questions

















Science Creative Process: Observational Checklist for the teacher
Code Emergent E
Consolidating C
Mastery M
Either code or tick when the following behaviours are observed
Preparation Incubation Illumination Verification Collaboration
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Terina Macare
The Miracle of the Chinese Bamboo Tree

After the seed for this amazing tree is planted, you see nothing, absolutely nothing, for four years except for a tiny shoot coming out of a bulb.
During those four years, all of the growth is underground in a massive, fibrous root structure that spreads deep and wide in the earth. But then in
the fifth year the Chinese Bamboo tree grows up to eighty feet!

Many things in your life are like the Chinese Bamboo Tree. You work hard and invest time and effort, and you dont see anything for weeks and
months or even years. But if you are patient and keep working and nurturing, that fifth year will come and you will be astonished at the growth
and change you see taking place. Patience is faith in action. Author unknown.

























Guided Student Self Reflection
This reflection continually asks students to; think, share, record.
If you were taking a trip tomorrow, what would you pack? Share 5 items with a person beside you.
Would it have made a difference if the destination was the North Pole and you had to live in an igloo for a month?
Share with you partner how appropriate the things that you packed would be in that situation.
What are some other possible things a plan would be needed, for it to be successful? Share.
We also need to plan our life if we want to be successful; we need to know what types of things we want and what we want our journey to be
like. Add to bottom of page: I need a plan to be successful.
Share with your partner your strengths, tell them about all the things you are good at. Using green write all the things you are good at along
the ground line. Draw a tree with branches in the centre of the page, no leaves yet.
Think about all the things that make you happy, share with your partner, no add these to the tree and then draw a leaf around each one.
Think about the activities you would love to learn how to do. Share. Add to tree.
Think about the kinds of things you would love to do when you are grown up. Share. Add to tree.
Think about what kind of person you want to be. Share. Add to tree.
Think about how you would like to treat and speak to people. Share. Add to tree.
Who are you heroes? What is it about them that you would like to emulate? Share. Add to tree.
Think about how you would like to contribute to the world. Share. Add to the tree.
What could it mean to be part of the human family? Share. Add to the tree.
What are some things you need to nurture you, so that you will be able to succeed and grow into the amazing person that you have planned
and dreamed of becoming. Eg exercise to stay healthy, love to warm my heart. Share with partner and add these items to the roots below the
ground.
Using chalk gently rub blue into the sky, green along the ground and into the leaves, brown along the branches and under the ground.
Write your name in bubble writing or other style along the top. In each of the four corners you are going to include a symbol, to do this think
about everything you have learned about yourself. What is the most important message that you want to remember? Add a small
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Terina Macare