Scene 1

Scene 2

Shared reading lesson & COLLABORATIVE WORK The Lorax By Dr Suess  "UNLESS someone like you cares a whole awful lot, nothing is going to get better. It's not." -The Lorax  For My active literacy education pack  reviewI  chose the book the  lorax  to read to a grade 3 class. The Lorax by  dr   suess  will be read allowed to students with them seated on the floor and the teacher at the front  for optimal involvement and engagement as this will optimise their ability to learn. Firstly before reading the book the teacher will ask students what they can see? what they think?  and what they wonder? Then reading the blurb. whilst reading the book the teacher will highlight letter sound relationships as she reads and involve the students to help read passages of the book. once they have read the book, the teacher will encourage students to  Identify visual representations of characters’ actions, reactions, speech and thought processes in the book  but in simpler words encourage them to make meaning of what they see in the images used in the book and how these images add to or contradict or multiply the meaning of accompanying words

Scene 3

Students are asked what they see, think, wonder? Before reading the book  Book is read aloud to students  Then go over the book asking students to point out key images What they thinking the meaning behind the book is? In pairs find pages of the book with images that place emphasis on the words & what the students think this means  Opportunity for students in future lesson to plant a tree themselves and recap on the meaning of this book

Scene 4

Shared reading Involves all of the students  Keeps all of the students engaged  Multi-model approach allowing students to look at the imagery and understand the messages behind the illustrations

Drawing activity: Use prior knowledge  Relate to their own experiences and what they have viewed  Allows a sense of input on their views and understanding

Planting a tree: Practical component for students  Relates to everyday life  Allows for learning that’s not just school based  Sense of understanding on Real world issues

Scene 5

Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words  (VCELA215) Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures  (VCELY222) Understand how to apply knowledge of letter–sound relationships, and blending and segmenting to read and use more complex words with less common consonant and vowel clusters  (VCELA249) Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations and use interaction skills, including active listening and clear, coherent communications  (VCELY275)

Scene 6

ALIGNMENT WITH 21 ST  CENTURY LEARNING NEEDS

The twelve 21st Century skills I aligned:  Critical thinking Creativity Collaboration Communication Information literacy Initiative Productivity Social skills ‘4 resource model’ (Seely Flint et al. 2020 p.117) Connecting learning with real life experience  ALEA Declaration   Hamilton & Barton's Principles of 21st Century Literacy.

Scene 7

Seely Flint, A,  Kitson , L, Lowe, K, Shaw, K, Humphrey, S, Vicars, M & Rogers, J 2020,   Literacy in Australia: Pedagogies for Engagement , 3rd  edn , Wiley, Milton, QLD. ALEA - (ALEA 2015)   https://www.alea.edu.au/public/116/files/Submissions%26Declarations/ALEA%20Declaration%20A3%20version.pdf https://www.aeseducation.com/blog/what-are-21st-century-skills https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/fourres.aspx

Assessment 3 

Scene 0

 Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words  (VCELA215) Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures  (VCELY222) Understand how to apply knowledge of letter–sound relationships, and blending and segmenting to read and use more complex words with less common consonant and vowel clusters  (VCELA249) Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations and use interaction skills, including active listening and clear, coherent communications  (VCELY275)

slide5-hotlink3

 Seely Flint, A,  Kitson , L, Lowe, K, Shaw, K, Humphrey, S, Vicars, M & Rogers, J 2020,   Literacy in Australia: Pedagogies for Engagement , 3rd  edn , Wiley, Milton, QLD. ALEA - (ALEA 2015)   https://www.alea.edu.au/public/116/files/Submissions%26Declarations/ALEA%20Declaration%20A3%20version.pdf https://www.aeseducation.com/blog/what-are-21st-century-skills https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/fourres.aspx

Assessment 3

Scene 1 (0s)

Scene 2 (3s)

Scene 3 (1m 59s)

Scene 4 (2m 54s)

Scene 5 (3m 59s)

Scene 6 (5m 18s)

Scene 7 (5m 35s)