Category Archives: Literacy education

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

Can you guess: Who am I? – Readilearn

can you guess - who am I

Last week I shared an interview revealing a little about myself and my hopes and plans for readilearn. I also uploaded some little Who am I? Easter caption books. It’s seems timely then to discuss the value of creating, writing, and reading Who am I? puzzles in the classroom.

Children love solving puzzles and it is good for them to engage in thinking activities. Who am I? puzzles involve deductive reasoning, and are easy for children to write. Solving them means listening attentively to the clues, remembering all the information, relating new information to existing information, and using the clues to eliminate options in order to identify the specific.

In addition, the puzzles can be used to discuss and teach the difference between statements and questions and the appropriate way of punctuating each.

Children can begin by writing statements about themselves, such as those they may have shared in About me booklets. They can also add interesting facts that others may not know about them. Remind children

Continue reading at: Can you guess: Who am I? – Readilearn

Are you ready to learn? A shout out for readilearn – Readilearn

About six months ago, not long after the launch of readilearn, I was invited by Dr Gulara Vincent to talk a little about it on her wonderful blog through which she provides support for writers as they find their inner voice. I thought you might be interested in finding out a little more about how readilearn came to be. Although I share the interview here, please click through to meet Gulara and read the interview on her blog.

Hi Norah, Welcome to my blog.

Thank you for inviting me. I am delighted to be here.

Norah, congratulations on the recent launch of your website. Tell us a little about readilearn.

Thank you. I am very excited about my new website. readilearn is a collection of early childhood teaching resources that I have written. Many of the resources I used, trialled if you like, in my own classroom. I had always thought about sharing them with others but, when I was teaching full time, didn’t have the time to present them professionally or even think about marketing them.

Norah, what makes your resources different? Why would people choose readilearn resources?

Continue reading at: Are you ready to learn? A shout out for readilearn – Readilearn

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