National Simultaneous Storytime is celebrated each year, during National Library and Information Week.
This year ‘The Brothers Quibble’ written by Aaron Blabey is the selected text. We now have one copy of this book in our library, and other books by this author. In order for everyone to share this book simultaneously I have attached a couple of videos of the book.
Please let students know that there will be some art activities related to this book on offer in the library at first lunch.
There are also many resources on Scootle. Get there directly from the Learnlink homepage now!
The Burnt Stick, Anthony Hill – A story about a child removed from his mother. Very powerful. A copy is in our library.
The Rabbits, Shaun Tan – A metaphorical story related to colonisation.
Noel Pearson’s Eulogy at Gough Whitlam’s funeral would be a great literary challenge for year 6/7 students. Although lots of complex language is used, it is very powerful and gives a good summary of more recent Aboriginal history through one man’s perspective.
Here is a model of a descriptive report which I will be using with students from R-2 to examine the structure and language features of this type of text. If you have some good models you would like to share, let me know and I can add them here to share.
The red-bellied piranha is a type of fish that lives in the Amazon River.
It has an orange belly, grey back, and very sharp teeth set in strong jaws. It grows up to 33 centimetres in length.
The red-bellied piranha hunts in shoals of 20-30 fish. They feed on a diet of fish, insects, snails, plants, and river animals. They hide in vegetation in order to ambush prey, and they also chase prey and scavenge for food. The younger, smaller fish hunt by day, and the older, bigger fish hunt at dawn and dusk.
The Curator’s table is another quality DECD Outreach Education digital program to be offered to South Australian schools. It is a web-based and iPad compatible resource, aligned with Years 6 and 9 Australian Curriculum: History and Geography (and SACE). It has the potential to support the teaching of the General capabilities, Ethical and Intercultural understanding as well as Literacy. Selected sources (documents/media/objects and personal letters) have been brought together to support teachers’ discussions with students about the significant contribution of German people in the settlement of South Australia. The first chapter centres around the treatment of German South Australians at the time of World War I. This resource is made possible through a partnership between DECD and History SA.
Check out the site at: http://bit.ly/curators
The Curator’s table will be the basis for a Lunchtime Bytes session – coming soon on Level 4.
The popular website and teacher resource Changing Worlds: A South Australian story can now be accessed via Scootle.
This is a web-based resource aligned with Years 4, 5 and 9 Australian Curriculum (AC): History and Arts. Selected artefacts, images and works of art from the South Australian Museum and Art Gallery of South Australia have been chosen to support teachers’ discussions with students about the colonisation/invasion of South Australia.
Here are 2 different unit planners that you could use to document/plan units of work. Feel free to use/ adapt to suit your needs. If you have a different one you use and would like to share it, email it to me and I will upload to this site.
Writing Task – Reminder
Just a quick note to remind teachers to complete the next writing task with their classes. The pieces of writing will be needed for the Pupil Free Day in Week 4.
R-2 Information Report
3-7 Persuasive Argument
The aim of the writing task is to:
• find out what students can do independently
• gain information (data) to inform literacy planning, compare student achievement, compare student growth
Please negotiate with your year level teams to ensure consistency in terms of the topic and prompt. Several have been uploaded to the TfELatNPS blog for your reference.
Maintaining consistency in approach:
• Explain the aim of the writing task (as above) – using student appropriate language – brief 5-10 minutes
• Don’t give a proforma, but ensure the student attends to any information on the prompt provided • Use appropriate technical language to explain eg. ‘a persuasive argument’, ‘the title’, ‘should include an introduction’, ‘reasons’ and a ‘conclusion’
• Writing time should be based on what a teacher expects a student can manage at a particular year level (eg. NAPLAN)
• Allow 5- 10 for students to plan
• Some instructions for writing such as:
o “You now have x minutes to do your writing”
o This is a first draft.
o It is a chance to show the very best writing you can do.
o Remember to look at your plan to help you.
o Do your best to finish your writing in the time you have.
o At the end of the writing time you will have 5 minutes to read through and edit your work.
• Allow 5 minutes at the end for students to check and edit their work.
See me if you have further questions.
Dragon’s jumble series: L7862 dream: four parts, L7863 garden: four parts, L7864 dream: three parts, L7865 garden: three parts
Finding symmetry: one line series: L7800 garden, L7803 city
L2345 Kitchen stacker 1
Garden detective series: L1118 explore an Australian garden, L1119 group Australian animals
L1358 Life cycles: butterflies
L1147 Food chains: what is a food chain?
R4138 Pupa of a Ulysses butterfly camouflaged as a leaf
R5372 Huntsman spider
R5576 Rock grasshopper among rocks
R5577 Long-legged sandhopper
R5578 Redlined geometrid caterpillar
R4820 Adult male white-stemmed gum moth
R4136 Pupa of a Richmond birdwing butterfly
R5575 Long-spinneret bark spider on a tree trunk
R5643 Wing and body shapes, colour patterns and antennae of some Australian moths and butterflies