Category Archives: Literacy education

Delivery – just in time for Easter! – Readilearn

 

Many children around the world eagerly await the arrival of the Easter Bunny and his delivery of coloured, candy, or chocolate eggs or toys. The Easter Bunny has been delivering his gifts for more than three hundred years.

When Europeans arrived in Australia a little over two hundred years ago, they not only brought the Easter Bunny tradition, they brought real rabbits as a food source and for hunting. Cute little rabbits, you may say, but the rabbits were quick to breed. Without any natural predators, they soon became widespread, and created an enormous environmental problem. They contributed to the destruction of habitats and the loss of native animals and plants. They also became a serious problem for farmers.

One of the animals that suffered as a result of the introduced species is the bilby, a now vulnerable marsupial, native to the deserts of Central Australia. The cute bilby with its long rabbit-like ears and cute face is considered a possible native substitute for the Easter Bunny in Australia.  Chocolate makers and other organisations used the idea of an Easter Bilby to draw attention to its plight and to the Save the Bilby Fund, established to help its survival. (Check out the Save the Bilby Fund’s free education resources.)

This week I have uploaded some new Easter resources featuring bilbies. I hope you and your children enjoy them.

Continue reading: Delivery – just in time for Easter! – Readilearn

Time for rhyme – Readilearn

Yesterday, 2 March was Dr Seuss’s birthday. How did you celebrate? Did you read a favourite Dr Seuss story – maybe even more than just one or two? Which is your favourite?

Children love the rhythmic, rhyming stories written by Theodor Seuss Geisel who was born in 1904. (A question for your children – how old would he be if he was still alive today?)

Having fun with rhyme is a great way for children to learn about the sounds of language.

In the beginning, the rhymes can be real or nonsense words, as are many employed by Dr Seuss, training the ear to hear. Children are delighted when they discover pairs of words that rhyme. It is great when parents and teachers share their excitement of discovery too.

Like those of Dr Seuss, many stories and poems for young children are written in rhyme. The rhyme is pleasant to the ear, and encourages children to join in with the reading or telling, using meaning and sound to predict the next rhyming word.

When children are ready, familiar rhyming texts are often the first they read independently, using a combination of memory and print. How many children do you know who first started reading with a Dr Seuss book; such as The Cat in the Hat, Fox in Socks, One Fish Two Fish, Ten Apples Up On Top, or any other favourite.

For my part in the celebration, I joined in with a challenge extended by Vivian Kirkfield to write a story in 50 words. The reason behind the 50 word challenge is that, although the total word count of Green Eggs and Ham is over 700, only 50 unique words were used. (Some of your children may like to check if that is so. How could they do it?)

I decided to write a rhyming nonsense story in exactly 50 words (title not included). I hope you and your children enjoy it.

Lucky Duck

Duck.

Old Duck.

Couldn’t see –

Lost his glasses by the tree.

Continue reading at: Time for rhyme – Readilearn

Who’s on the move?

This week at the Carrot Ranch, Charli Mills raised the subject of migration and challenged writers to In 99 words (no more, no less) write a migration story.

Although Charli always provides suggestions, she also permits writers to go where the prompt leads, allowing their thoughts to migrate in whichever direction they choose. This is good for me as my thoughts always bring me back to early childhood education and, if I can somehow squeeze it in, butterflies.

Migration is a part of human history. We are told that humans originated in Africa, and that migration out of Africa began about 60 000 years ago (well, that’s one of the stories). That we are now spread across the world is no mean feat, particularly when we acknowledge that most of the migration occurred before the industrial age, long before steam ships and ocean liners, before motor cars and air travel.

But migration continues still, and our countries and cities become home to those whose lives began far away and who share different cultural traditions. The purpose of the National Geographic Society’s Genographic Project is to discover more about our shared genetic heritage. In an early childhood classroom, we, too, can discover how much we have in common and learn to appreciate our differences.

Whoever you are.

Mem Fox’s beautiful book Whoever You Are is great for encouraging children to recognise, respect, and  appreciate each other, similarities and differences included.

mem-fox-im-australian-too

This year sees Mem publish another beautiful book I’m Australian Too which shows appreciation for everyone who is part of our wonderful multi-cultural Australia. (Follow the links to both books and you can listen to her read them too!)

A number of readilearn resources support teachers in developing an appreciation for everyone’s heritage, including a history unit which helps children learn more about their own family history and traditions, and the histories and traditions of their classmates’ families.

Just as amazing as stories of human migration, are those of animal migration. I was surprised when I first heard of the migration of monarch butterflies from Canada to Mexico in the autumn, and back again in spring, a distance of over 4800 miles or almost 8000 kilometres. What a long flight for a butterfly, I thought, the poor butterfly’s wings must be ragged by the end of the journey. But the round trip involves at least four generations.

And although monarch butterflies are native to North America, they are now part of the Australian landscape, having arrived, possibly during the gold rushes of the mid-1800s.

Even longer, twice as long in fact, than the monarch’s migratory flight, is that of a dragonfly which, also over four generations, makes a complete circuit of the Indian Ocean – almost 1000 miles or about 16 000 kilometres. The story of how this tiny insect’s epic journey was discovered is fascinating. Who knows what one may discover when wonder is mixed with observation.

There’s obviously plenty of diversity from which to draw inspiration for a migration story. I’ve chosen to write a story set a little bit closer to home. I hope you like it.

Please pop over to Charli’s post to see where the prompt has taken other writers.

Adventurous plans

His bag was packed. He was ready. He stopped at the door for one last look, then stepped outside, pulling it closed behind him. At that moment, he was certain; he would never return. There was nothing for him here. Exotic places and untold adventures awaited. At the stop, he hailed a bus and climbed aboard. “Where are you off to?” asked the driver. “I’m on an adventure,” he said, tendering a fistful of plastic coins. “But only if you take me with you,” said his out-of-breath mother, smiling. “Okay,” he said. The driver winked as she climbed aboard.

Thank you

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

P.S. I’m excited to announce the launch of a new app for beginning readers created by my son, Robert. If you know anyone with young children who may be interested, please let them know about Word Zoo, available now in the App Store.

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Storytelling with author Michael Rosen – Readilearn

 

In this post I introduce you to Michael Rosen, the storyteller.  Michael’s story Going on a Bear Hunt many be more familiar to you than his name. But Michael Rosen is a storyteller extraordinaire and his website is a treasure trove to explore*.

*Note: Not all of Michael’s stories and videos are suitable for early childhood. Please preview them before presenting them to students.

One of my favourites of Michael’s stories is Chocolate Cake. Please follow the link to view it on his website.

In the story from when he was a boy, Michael sneaks downstairs in the middle of the night and eats all of the remaining chocolate cake, leaving not a skerrick for a lunchtime treat. If only he’d been able to restrain himself, then he would have had a treat as well.

Michael tells the humorous story with expressive voice and face. Children laugh out loud as they recognise themselves in the story, if only they dared (or did they?); and beg for it to be retold, often spontaneously joining in with the telling.

After a few repetitions, children are confident enough to retell the story independently, imitating many of Michael’s humorous gestures and intonations.

Listening to Michael tell stories is a great way to encourage the development of expression, in both telling and reading stories.

Suggestions for using the story:

Continue reading at: Storytelling with author Michael Rosen – Readilearn

I love poems – Readilearn

I love poems. Children do too. Poetry is a great way of introducing children to the joy of language, as well as to features such as rhythm, rhyme, alliteration, similes and metaphors. What is taught through poetry can be as simple or as complex as required by the ages of the children or your teaching purpose.

One of the great benefits of teaching young children through poetry is the fun aspect. It’s enjoyable for teachers and students alike and, when children innovate on poems to create poems of their own, very motivating.

With St Valentine’s Day not far away it is timely to read and write love poems. One of my favourite poems for writing with young children is based on the traditional camping song I love the mountains. I was taught the poem by the amazing literacy educator Bill Martin Jr at a reading conference in the 1980s, and used it with every group of children I taught thereafter. I have previously written about that on my other blog here.

The repetitive structure and easy melody invites children to join in and is easy for children to use in writing poems of their own, whether they are emergent, beginning, or advanced writers.  The poems can be completed using pictures or words.

This is one of my favourite versions of the song.

Continue reading: I love poems – Readilearn

Reading across the curriculum – Readilearn

The importance of reading cannot be overstated. It is an essential skill, integral to almost everything we do. Teaching children to read is one of the most important, and most rewarding, aspects of our role as early childhood educators.

Some children come to school already reading. Others come not yet reading, but with a love of books and an expectation that they will learn to read. They understand that reading involves making sense of the squiggles on the page. These children usually learn to read effortlessly regardless of what we do.

Other children come to school with little experience of books and reading. For them, learning to read is a mystery and a greater challenge. For these children especially, it is important that we provide an environment rich in language and book experiences. We need to excite them about books and reading, interest them in words and language, and show them that books can be both a source of enjoyment and information.

I often hear teachers lament that there’s just not enough time in the crowded curriculum to read to children any more. But reading aloud to children, especially early childhood children, should be non-negotiable and a priority every day. How can we excite them about books, and interest them in reading, if we don’t read to them?

It is impossible to turn children onto books in one isolated reading lesson each day. In fact, reading lessons as such probably don’t turn children onto reading at all. That is not their purpose. Their purpose is to teach skills. But those skills should always be taught in context, and never in isolation. Nor should they be confined to lessons timetabled for English. Reading must occur across the curriculum and for a multitude of purposes throughout the day, from noting who is at school, interpreting the job roster and group allocations, to understanding connected text in various subject areas.

Many readilearn resources are designed to provide children with opportunities for reading across the curriculum. Even those designed specifically to develop reading skills have application in other subject areas.

Continue reading at: Reading across the curriculum – Readilearn

Introducing Illustrator – Helene Magisson – Readilearn

This week I am very excited to be interviewing the wonderful illustrator Helene Magisson, my first guest for the Illustrator Spotlight series.

Before we begin the interview, let me provide you with a little information about Helene.

Helene began her artistic career as a painting restorer in Paris, where she also trained in the art of medieval illumination*.

Helene has lived in countries all over the world, including Africa, France, and India. Her travels both inspire and enrich her work. She now calls Australia home, and it was when she settled in Australia, that Helene began a new career illustrating children’s books.

Helene has illustrated four books for New Frontier Publishing including The Velveteen Rabbit by Margery Williams Bianco, and The Night before Christmas by Clement C. Moore. She is now working on her seventh book for Wombat Books.

In this interview, Helene and I are discussing her work illustrating Magic Fish Dreaming, a beautiful book of magical poems by June Perkins who featured in the Author Spotlight in November 2016.

Continue reading at: Introducing Illustrator – Helene Magisson – Readilearn