DEC Scan Journal : May 2013
Teaching and learning opportunities • Construct a OneNote notebook for quality literature studied in class. • Engage with a range of quality literature, including picture books. • Respond to each book studied using appropriate metalanguage. • Use this proforma to support explanations of how images work with the text to tell the stor y. (Sounds spooky by Christopher Cheng and Sarah Davis is an example of how neither can stand alone). • Analyse audience and purpose, and deconstruct the big idea in each book. • View book trailers and use visual representations, including those digitally produced, to represent ideas for different audiences and purposes. Review: Primary English teaching: an introduction to language, literature and learning Edited by Robyn Cox Providing a comprehensive overview of language and learning in primary schools, this insightful text, adapted for Australian educators addresses a number of important areas. Ranging from an introduction to educational linguistics to teaching handwriting and typing, each chapter contains helpful tasks that present explicit links between literacy theory and classroom practice. Particularly useful are the concluding comments that provide a recap of each chapter’s content and how it links to the successive chapter. Throughout the text specific references are made to the outcomes and content of the Australian cumculum. A sample extract is available on the P E TA A website. H . Gardiner USER LEVEL: ProfessionaI SCIS 1564685 Content and text requirements: In this syllabus, the study of a wide range of texts is central to the study of English. This includes the study of texts which are widely regarded as quality literature, providing students with the opportunity for aesthetic experience and to develop an appreciation of the artistic expression found in texts. NSW syllabus for the Australian curriculum English K–10 syllabus Suggested texts: • 1001 Children’s books you must read before you grow up • Aboriginal Education K–12 • Asia-related literary texts • CBCA Children’s Book of the Year Awards • NSW Premier’s Reading Challenge • Project Gutenberg Australia • School Libraries & Information Literacy reviews • The School Magazine Bookshelf • Suggested texts for the English K–10 syllabus Board of Studies NSW Resources: • Adventure box: Michael Morpurgo • English for the Australian Curriculum • An introduction to the grammar of visual design • Michael Morpurgo- resources • Notes for the analysis of a picture book SCILS Rutgers • Now literacies National Literacy and Numeracy Week • NSW English K–10 Pinterest board • An older style of magic: a history of The School Magazine Radio National podcast • Picture books across the curriculum • Sounds spooky Christopher Cheng • Teaching comprehension strategies Curriculum K–12 • Using digital and multimodal texts K–6 • Ways of viewing and teaching picture books • Writers’ talk: Morris Gleitzman Professional resources: • A literature companion for teachers P E TA A • Raps and book raps • The reading environment Aidan Chambers • Resource reviews • Scan • The School Magazine teaching guides • A year in texts: an explicit reading program PETAA Exploring context: • Australian Literacy Educators’ Association – Practically Primary • Syllabus bites: responding to literature Composing: • Howtomakeabook trailer • Microsoft Photo Story Australian Curriculum springboard Think imaginatively, creatively, interpretively and critically Using quality literature Early Stage 1 to Stage 3 Years K–6 Outcomes: Objective C Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to: C. think in ways that are imaginative, creative, interpretive and critical NSW syllabus for the Australian curriculum English K–10 syllabus This resource package could support: ENe-10C, EN1-10C, EN2-10C, EN3-7C NSW DEC teachers advice, support and resources at AC – NSW syllabuses for the Australian Curriculum.