January 20, 2013
The Fishing Trip by Rodriguez is a wonderful wordless book that I will be adding to the list of wordless books on our texts that teach list. Thanks @madaboutbooks for the recommendation.
The book tells the story of Fox, Chicken and Crab who open the fridge to find the cupboard bare. Chicken and Crab then go off on a fishing trip to catch some food. They catch a large fish, only for a cross eagle-type bird to catch hold of the fish and drag Chicken and Crab off. They end up entangled with a nasty-looking sea-snake and escape back home. There a big surprise awaits them and I laughed out loud when I turned to the last page and saw what they were having for tea.
The book would work particularly well with units of literacy in Yrs2 – 4 where a traditional tale is being looked at, as the story lends itself to that type of story telling. It would fit into the capturing ideas part of a teaching sequence providing a structure for children to retell their own story. We are in discussion about the blueprint – voyage and return or quest. It fits both and the one you would choose would be dependent upon how strongly you felt the desire was to go on a journey to solve the problem of no food .
I was delighted to see that there were more books in the series: The Chicken Thief, Fox and Hen Together, Rooster’s Revenge and The Treasure Thief due out at the end of this month. I am going to have to start collecting them!
Have you come across any good books recently?
January 12, 2013
My copy of The High Street arrived on Christmas Eve so I had to wait a while to settle down and enjoy it. I was not disappointed. This is a book of lists (Yr1 teachers will be pleased to hear) and visits to the local shops.
This book is the antonym of cumulative – I am not sure what that is! Decumulate? When I looked it up it is subtractive which makes sense. So, this book has a subtractive structure due to the fact that there is a shopping list and as Sally visits each shop she is able to cross an item off her list of 10 items.
This book would be great for anyone looking at their local environment and able to visit local shops, draw them and study what they have to sell in them. It would also work well for Yr1 in the autumn term to go with the labels, lists and captions block of work.
Each page of the shop is folded over so that when you open it you can see the inside of the shop, both downstair and upstairs. This will involve children in detailed drawings of the shop fronts and what they imagine to be upstairs.
This is a wonderful book that deserves to be on our texts that teach list is a model that children can innovate upon or use to invent. For invent I was thinking of a Yr1 class I have been recently working with who have used Tell Me a Dragon as a model to write about the animals that they had visited at the zoo. Before they went the class had drawn up a list of animals that they wanted to see. Instead of a version of The High Street, the children could create a version called The Zoo where they cross the animals off their list once they have seen them.
If you are thinking about the things that we need to teach children prior to the Yr6 end of KS2 grammar test, this book shows the use of the possesive apostrophe well.
That aside, it is wonderful!
January 6, 2013
I read a lot off instructions written by children and love to find different ways of presenting this writing as it can lack variety on occasions.
In fact I thought I never wanted to see another set if instructions for a cup of tea until I found Alice Melvin’s wonderful little book Fancy a Brew? a guide to the perfect cuppa
What I love most about this book is that it is about paper folding, writing and illustrating (that’s just about everything about the book).
The book is made out of out of 2 pieces of paper folded in the middle with a cardboard cover sewn on. The front and back cover open out to show what is needed to make the perfect cuppa, a table where you can fill in where and when you had a perfect cuppa and then at the end a tea bag stapled in to make a cuppa with.
The writing is uncomplicated and the illustrations are beautiful. Similar illustrations could be created with a black felt pen and one other colour.
This is just a fantastic way to present your instructions. The book reminds me of Paul Johnson’s book Literacy Through the Book Arts which is all about paper folding and pop-ups as a way to stimulate and present children’s work.
I am waiting for a copy of her latest book The High Street to arrive. It looks like it might be a contender for our texts that teach books.
Did you get any good books for christmas?
November 4, 2012
If you are working in Yr6 you are probably starting to think about the grammar test that pupils will now have to sit. Whilst it is Yr6 who will have to do the test, the implications are for everyone in school.
We have had a lot of requests for books/resources/practise papers but feel that until we have a bit more detail, we can’t do anything concrete. We know that publishers are selling books that practise grammar tests. However, just because grammar is being tested in a particular way does not mean that it has to be taught in an out of context, name the parts type of way.
So, how can we help?
We have decided to review and develop our grammar pages. For each aspect of grammar that children need to get to grips with, we have included a short video that explains the subject knowledge needed. We have then listed places where we have ideas for teaching the grammar, mainly Think Writing but also some of the more popular books about teaching writing such as Pie Corbett’s. Finally, we have chosem some texts from our texts that teach lists that specifically teach that element of grammar, linked to teaching sequences and some more detailed grammar lessons.
Would this help you? Please let us know via the comments including any suggestions that you have that would make it more useful.
September 20, 2012
Followers of this blog will know only to well my penchant for a good book to use to support literacy teaching. Well thanks to @bogchild we have a new one suitable for Yr2.
This is the story of Henry and what he wanted more than anything else in the whole wide world. A perfect pet, of course, in the form of a dog.
There is however a duck who wants, more than anything else in the world, a friend. With a little bit of disguise by the duck, the two get together and have great fun until the disguise falls off.
The book is told in three short chapters which is unusual for a picture book. The first chapter tells about Henry and the second chapter about the duck. The third chapter tells what happens when they get together. There are opportunities for creating wanted posters, adverts, labelled diagrams and non-chronological reports. It makes a wonderful text for children to innovate upon, writing about their own perfect pet.
The second sentence in the book is wonderful and is one that is definitely worth learning and remembering and using for children to create their own version.
What Henry wanted more than anything else in the whole wide world, more than chips, more than a cowboy costume, more than an all expenses paid trip to the moon, more, even, than world peace itself, was a dog.
The blueprint of this book is rags to riches.
What is your favourite text that teaches at the moment?
February 5, 2012
I have long been a fan of David Wiesner, enjoying many of his wordless picture books. My favourite one has to be Flotsam.
In this book a boy finds a camera washed up on the beach with a film inside. I have to say the colours on the roll of film do remind me of Kodak but I am not sure how many children in primary schools will still be familiar with the concept of film and taking the film to be developed. The photos that are revealed tell the tales of incredible goings on under the sea. But the last picture proves to be even more of a puzzle because it shows a girl holding a picture from the film and this image goes on and on and on.
Using a microscope these images reveal that the very first picture was taken a long time ago. The boy continues the idea of taking a picture of himself holding the last photo and then returns the camera to the sea where it continues on its fantastical journey. This is a wonderful book where every page is a visual delight.
I love the fantastical side of the book with the sea creatures taking part in human activities, sitting on the sofa reading or flying in a balloon of puffer fish. But I am also interested in the theme of eyes and lenses that runs through the book. It reminds me of The Viewer by Shaun Tan Gary Crew and another book about the Kraken which escapes me at the moment.
There are several ways in which this book could be used. It could be used as for children to retell the story adding text or it could be innovated upon. If children took the underlying story: something is found on the beach, it reveals something unexpected, it is returned to the sea then there are lots of ways in which a similar story could be developed especially if children are taken down to the beach to see what they can find on shore. The book could be used to develop the idea of character through showing not telling. ‘What do we know about the boy?’ would make a great investigation for children as there are many clues to be interpreted. There is also something interesting to be studied in the framing of the pictures. I particularly like the six small frames that show the boy’s boredom/excitement whilst waiting the hour for the pictures to be printed.
Another possible way to use the book is to take the idea from Houghton Mifflin and create a promotional video for the book. A tool such as Photostory would be ideal.
This book would work well with almost any unit of literacy in KS2. Obvious links are imaginary worlds and familiar settings but if you like the book you will make it work anywhere!
Have you used this book in literacy? If so, how?
January 22, 2012
When Night Didn’t Come by Poly Bernatene is a wordless picture book which offers a considerable level of challenge to read as well as being a visual feast.
The story tells of a village when the sun goes down and the panic when the moon doesn’t rise. There are wonderful pictures of the mechanics of making the moon rise with villagers pulling up large bags of stars and throwing them into the sky.
The colours used in the pictures are rich with glowing oranges set against darker blues, greens and purples giving a slightly theatrical, if not magical feel to the story. It is this element that reminds me of Leon and The Place Between by Grahame Baker-Smith. In fact it would be wonderful if children could tell the story of night not coming in the style of Leon and The Place Between. The language in that book is rich in patterning with a magical air about it.
I think this book would be most suitable for Yr4 children, particularly the imaginary worlds/fanstasy unit of literacy. Wonderful!
January 19, 2012
Fans of wordless picture books will be familiar with Jeannie Baker’s work; Window, Where the Forest Meets the Sea and Home. The book of hers that I would most like to use in a literacy sequence is Mirror which I think fits very well with the Yr5 literacy unit stories from other cultures.
The book opens out to show two stories, one on either side of the cover. Each book tells us the story of a child and their family, one living in Australia and one living in Morocco. I think the book works best if you turn the pages of each story at the same time and read the two stories together comparing and contrasting what you can see and what you understand.
The images are created in Baker’s normal style, collage, and are packed full of detail that takes a while to observe fully. The stories do cross when the Moroccan father travels into the market to sell a carpet and then the carpet is collected and placed in the Sydney home. A way, I suppose, of asking us to consider where the things we buy come from and that we are linked in all sorts of ways. It would be a great discussion with children to consider all the different ways that the title Mirror is reflected in the book.
There are several websites with teaching ideas for using this book. Walker Books has a set of activities which are worth dipping into, particularly as they were drawn up with Jeannie Baker. I would use the book to retell one of the stories but I would ask children to tell it in the style of The Day of Ahmed’s Secret by Florence Perry Heide and Judith Heide Gillilan. The writing in this book is rich with description and quite lyrical. Whenever I have used this book with children they are always really surprised by the secret, it being such an every day act in their own lives.
September 10, 2011
I haven’t written a blog post since the end of the summer term and strangely it is taking me a long time to get going and back into the swing of blogging. I suspect it is because we are so busy at the moment but really that is a poor excuse because we are always busy.
So what have we been up to? Well our number 1 piece of news is that we managed to get ourselves onto the government approved list of phonics trainers. What that means is that the training we offer through their catalogue (out on the 16th Sept) will be match funded meaning that schools pay half price! Our training is based around Letters and Sounds.
We have also been keeping up with new ideas and tools to support learning in literacy. Tim Rylands recently shared the wonderful site Little Bird Tales which is so easy to use and designed specifically for children. I’m looking forward to using this with children. Pie Corbett has a new book out, Evidence of Dragons, which is just waiting for a class of children. And talking of dragons we also came across the wonderful site about dragonese as a precursor to the How to Train Your Dragon 2 film. The site has a book of dragons which is a great model that children could imitate.
A great film that can be used as a text in literacy particularly the Yr5 unit, film narrative, is Paraphernalia. We are currently using this in some of our Talk for Writing training in schools.
It’s good to be back!
July 10, 2011
In preparing for a cpd session with a nursery and infant school, I recently came across the wonderful Talking Tins. These were originally designed for those with visual impairment and are used to label tins in kitchen cupboards so that the contents can be identified.
They are basically a recording device, which children or adults can record a small amount of talk, 40 seconds in all, to be replayed whenever necessary.
In introducing these to the staff, we generated a list of ways in which they could be used with young children:
- for children who are reluctant to leave parents and come into school, a parent could record a message for the child which they can then keep with them and play when they need to hear their parent’s voice
- a range of people around school could record a short message and then the children could try and work out whose the voice might be
- staff and children can create a treaure hunt around the school or in the grounds as long as it doesn’t rain. They are not waterproof
- pairs of tins could be used, 1 to ask a question and 1 for a response to be recorded on
- used with images, descriptions can be recorded
- a jumble of images and recorded descriptions can be sequenced
- challenges for the sand/water tray or any area of learning can be recorded and set up near the equipment
- children can record songs or rhymes that they make up
- for those children who find it difficult to remember a sentence once they start to write can record it and play it back when necessary
- phonemes can be recorded and matching tasks with the letters can be created
- messages for a special/birthday person of the day can be recorded on the tins and given to the child to listen to
- children can record and explanation or reflection. These could be displayed with the work on a notice board that parents have access to.
- a child can record a message for parents which can be displayed such as things we will need for our trip to the beach
- a child who finds it difficult to remember messages when delivering them around school can record their message and replay it when necessary before speaking to the people who need the message
- children can record themselves reading and listen back to reflect upon their fluency
There are of course many more uses for these tools. Such a simple but powerful idea. Have you used them for anything?