Show and tell: a writing and reading experience – Readilearn

A “Show and tell” sharing session is a tradition familiar to many early childhood classrooms across the world.  Children take turns to tell their classmates about an item they have brought in to show, or to relate a recent event in their lives. While the practice introduces children to public speaking, helps to develop confidence and oral communication skills, and encourages them to listen attentively, I consider the learning achieved compared to the time spent to be of dubious value.

Children tend to fidget, rather than listen and, with their minds elsewhere, are generally more interested in talking about themselves than in learning about others. This is a trait not exclusive to children though, and can be noticed in people of all ages.

Although encouraged to ask questions at the conclusion of each talk, children’s questions are often standard, repetitive, and lacking in thought. They may be unrelated to anything the speaker said, or may request information already supplied.  The asking is seen more as an opportunity of talking and of being seen to ask (that is; doing the right thing), than to know more or to participate in genuine discourse.

Believing in the session’s greater potential, I innovated on the basic routine to make it a focussed literacy teaching episode. By incorporating features of approaches such as language experience, modelled writing, and shared book, the session became an avenue for teaching and learning in both reading and writing.

From the first days of school, we wrote our Class News; creating meaningful texts which valued and connected with children’s lives. The jointly constructed texts became our first reading material; richer in interest, content, language, and vocabulary than any first reader. (Though these have their place and were also used.)

Writing and reading Class News: The process

Continue reading: Show and tell: a writing and reading experience – Readilearn

Navel contemplation

In a recent post But Why? I wrote about the importance of curiosity, imagination, and creativity. I included all three in a flash fiction story that included an imaginary friend.

This week at the Carrot Ranch, Charli Mills has challenged writers to In 99 words (no more, no less) write a navel story. It can include a belly-button, feature an omphalos (geological or cultural), or extend to navel-gazing (used in meditation or to describe excessive self-contemplation). Go where this oddity leads you.

I thought I’d try for all three again.

Navel contemplation

Billy watched Mother bathe Baby.

“What’s that?”

“The last bit of his umbilical cord. Soon it will fall off, and he’ll have a belly button, just like you.”

Billy lifted his shirt to inspect.

“What’s billy cor?”

“Umbilical cord – it’s where Baby was joined to me before he was born. Everyone has one.”

“Everyone?”

“Everyone with a mother.”

“So, Silas don’t have belly button.”

“Silas would have a belly button. Everyone has.”

“But Silas don’t have a mum.”

“Oh. But he would have had a mum. When he was born.”

“Nope. Not born. I made him up.”

What do you think? Did or do friends, born of imagination, have mothers if we choose to not give them one? Does the answer to this question impact the existence of belly buttons in imaginary friends?

At the conclusion of the previous story, I suggested that “Perhaps there are some things for which we may never know the answers; for example, Can imaginary friends die?”

I thank you for your responses, especially one questioning whether I have ever killed an imaginary character in a story. Something for me to ponder. I don’t think I have. Would I do that?

In her post, Charli also writes about dying, or what happens afterwards anyway, especially with cremation and “wildcat scattering”. I often, occasionally, sometimes, contemplate what may happen to my body when I’m finished with it, or it’s finished with me, whichever comes first. Or is it the same thing?

I would like an environmentally friendly disposal of my remains and hope that, by the time action needs to be taken, there are many such options available. At the moment, there seem to be few, so I was interested to listen to this TED talk. I thought you might enjoy it too.

Thank you for reading. I appreciate your feedback. Please share your thoughts.

A cheap shot?

Michelle demonstrates through her article what she states in her final paragraph as the benefit of involving children in philosophical enquiry. She says, “We get children thinking critically, rigorously and sceptically, so that they’re less likely to succumb to ill-founded beliefs or be duped by self-deception, spin or rhetoric. We help children develop their reasoning, so that they become more adept at building logical arguments and rationally defending their views. We encourage children to question the assumptions underlying different points of view, enabling them to challenge dogmatic beliefs. And we cultivate deep and deliberative thinking – often neglected in traditional schooling, which tends to focus more on getting ‘the quick right answer’ – so that children have a chance to explore the nuances of complex ideas.”
Who could disagree with that?

The Philosophy Club

The New Yorker has disappointed me again, this time by its recent coverage of a series of children’s philosophy workshops at the Brooklyn Public Library.

Rebecca Mead’s article, ‘When Kids Philosophize’, reports on the Tilt Kids Festival’s philosophy workshops – billed on the Festival website as an opportunity for children, aged 6 – 12, to “explore some of life’s biggest questions” and “engage in deep conversations about … key themes in philosophy” with acclaimed philosopher Simon Critchley and some graduate student guests.

On the face of it, ‘When Kids Philosophize’ offers a light-hearted glimpse of what went on during three of the short workshops. But the article’s mild humour has the unfortunate effect of trivialising the important the task of engaging children in philosophical discussions.

I personally found little to smile about in the volley of random questions, irrelevant observations, unsubstantiated claims and juvenile distractions that were…

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Meet author-illustrator Chrissy Byers – Readilearn

This month it is my pleasure to introduce you to Chrissy Byers – author, illustrator, and early childhood educator. It was only after many years in the classroom and becoming a parent herself that Chrissy was able to fulfil her lifelong dream of being an author and illustrator. With the success of her first book The Magic in Boxes, and another on its way, Chrissy shows us that dreams can come true.

Chrissy, what was your motivation for writing this book?

As an experienced early years class teacher, I had noticed that, with the rise in technology there was a decline in the amount of time children spent engaging in imaginative play.  I was compelled to write and illustrate a children’s book which would remind parents, and inspire children, to see the magic in everyday household junk.

Unlike a traditional children’s book, I felt that the recount genre would suit my intentions better than a narrative.  I saw this as being an additional bonus for primary teachers, as there are very few examples of recount picture books.

The repetitive text elements encourage pre-reading children to join in a shared reading experience.  It also provides opportunity to incorporate hand gestures when reading, which helps focus young minds and occupy little hands during carpet time.  The rhyming couplets assist in reading prediction and keep the beat of a fast-moving text.

Do you think of yourself more as a writer or an illustrator?

Continue reading: Meet author-illustrator Chrissy Byers – Readilearn

Who’s That Blogger? Norah Colvin

This week I am feeling honoured to be featured on Who’s That Blogger? by Barbara Vitelli, Book Club Mom.  Thank you, Barbara.

Book Club Mom

whos-that-blogger
Blogmaster
:  Norah Colvin

Blog names:  Norah Colvin and readilearn

  

Type of blog:  NorahColvin: education focus; readilearn: early childhood education teaching ideas and resources

Where in the world?  Australia

Blogging since when?  Norah Colvin August 2013; readilearn August 2016

What’s your story?  When I started thinking about self-publishing stories and teaching resources, I did a lot of online research and attended many writing seminars. The collective intelligence promoted blogging as the primary avenue for writers to make connections and establish audience, and insisted on the importance of doing so prior to publication. Social media was also important, but secondary to blogging. At that time, I didn’t know much about social media and had no idea about blogging. Some of the course presenters suggested bloggers to follow, so I quickly got started and developed an understanding of what blogging was about. I was then keen to get…

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Easter holiday wishes – Readilearn

 

This week I have uploaded two new resources which are just as suitable for Easter holiday fun at home as they are for learning in the classroom.

Whose egg? A logic puzzle can be used with the whole class to introduce children to the steps involved in completing logic puzzles; or as an independent or buddy activity if children already know how to complete logic puzzles on their own.

Three friends, three eggs, and three baskets. But which friend has which egg and which basket?

Children read the story scenario and the clues, then use the information to deduce which friend bought which egg in which basket.

Great for reading comprehension and creative thinking; and for collaboration in a paired activity!

Continue reading: Easter holiday wishes – Readilearn

But why?

Just like scientists, children are curious, constantly asking questions, wanting to know why or how. Parents and teachers don’t always know the answers. In fact, there may not even be an answer – yet. The need to know is strong and “just because” won’t do. Coupled with creativity, thinking up new ideas and possibilities, curiosity has taken us beyond the imagination of myths and legends to knowing and understanding.

This week at the Carrot Ranch, Charli Mills has challenged writers to “In 99 words (no more, no less) write about a creation myth. You can write your own, use one in a story or create tension (or comparability) between science and culture on the topic of creation.” As usual, she tells us to “Go where the prompt leads.”

Every culture has its own creation stories, told from the beginning of time when humans first walked the earth. Through stories, people attempted to explain their own existence and that of everything observable.

With only the skies for night-time entertainment, people found stories in the stars. As Duane W. Hamacher says in Kindred skies: ancient Greeks and Aboriginal Australians saw constellations in common in the Conversation, What we don’t yet know is why different cultures have such similar views about constellations. Does it relate to particular ways we humans perceive the world around us? Is it due to our similar origins? Or is it something else? The quest for answers continues.

As with stories told of the stars, there are some threads common to many creation myths, including stories of the first man and woman, stories explaining the existence of the animals and why they behave the way they do. I have read quite a few stories of floods, which I guess is understandable as these events occur worldwide.

What I love about the creation myths is that they testify to the innate curiosity and creativity of humans; the need to know and the sense of wonder combined with imagination and storytelling.

It is important to keep this sense of wonder and curiosity alive in children, and adults, also. Just a few days ago, as reported by Ray Norris in the Conversation, Exoplanet discovery by an amateur astronomer shows the power of citizen science. He says this discovery will help us understand the formation of our own Earth. It’s also a step towards establishing whether we are alone in the universe, or whether there are other planets populated by other civilisations.”

I think of questions asked by my granddaughter; for example, “Who came first, the mother or the baby?”, “If there’s gravity, why don’t the clouds fall down?”  or “Where does the sky begin?”

It is interesting now in this age of technology, almost everything we want to know is just a tap of a few keys or buttons away.

The other day I visited a nature reserve with my two grandchildren. (We went especially to see three baby bilbies which had recently emerged from their mother’s pouch, but saw other things too.)

We were looking at some black swans, which are native to Western Australia. GD informed me that white swans are not native to Australia. When I admitted that I’d never thought about that, she said, “Look it up. Look it up now. You’ve got your phone in your hand. Just look it up.” She was insistent and I did as told. She was right, of course.

How different this experience is from that of the first humans. Young children expect to be given answers based upon science or collective knowledge, not stories. But we still do not have answers to everything.  As Duane W. Hamacher says, “The quest for answers continues.”

In response to Charli’s challenge, I have not written a creation story. However, I have included the same ingredients that contributed to their creation: wondering, questioning, and imagination.

Unanswered questions

“What are you doing?”

“Pulling out weeds.”

“Why?”

“So the carrots have more room.”

“Why?”

“So they can grow big and juicy.”

“Why?”

“So they are good to eat for our dinner.”

“Why?”

“To keep us healthy?”

“I want to be healthy.”

“It’s good to be healthy.”

“I don’t want to die.”

“You won’t die. Not for a long time.”

“How do you know?”

Silence. How does anyone know?

“Silas died.”

“Who?”

“Silas.”

“Who is Silas?”

“Was. Silas was my friend.”

“I don’t remember Silas.”

“He was my imaginary friend.”

“Oh. How did he die?”

“I killed him.”

“Why?”

 

Perhaps there are some things for which we may never know the answers; for example, Can imaginary friends die?

Thank you for reading. I appreciate your feedback. Please share your thoughts.