Booked Inn

NSW schools are almost ready to break for a well-earned two-week vacation, but there is already activity over on the “Bear & Chook” books rap blog site. This book rap, based on two picture books, “Bear & Chook”, and the newly-released “Bear & Chook by the sea”, is aimed at students in Early Stage 1 (Kinder) and Stage 1 (Years 1 & 2). It officially commences Term 4 Week 2 (26 October, 2009). But please, by all means, drop by rapblog6.edublogs.org/ and have a look around any time.

Several schools have already introduced themselves, there are some great comments turning up on the Teachers‘ section, and there are already things to look at in the Gallery. This book rap will also feature participation by the author, Lisa Shanahan, and illustrator, Emma Quay. An online video, of Lisa and Emma reading “Bear & Chook by the sea” at Caddies Creek PS, and answering students’ questions, will be an exciting addition to the usual teaching resources. The rap is being coordinated by Jenny Scheffers (TL at Caddies Creek), “Scan” editor Cath Keane, and yours truly. Interstate and international schools are welcome, and there is no cost involved in book rapping.

Please join us, and spread the word! Don’t forget to bring your warm honey toast!

Happy holidays!

We are really enjoying the ease of finding short video clips via Encarta for Kids CD-ROM, and online at Youtube.

As a followup to last week’s Dreaming story, “How the kangaroos got their tails”, Early Stage 1 and Stage 1 students are investigating facts about kangaroos.

A trained(?) boxing kangaroo on TV – not so natural?

Compared to this version, where the opponents seem to finish their bout with no hard feelings:

And this amazing footage of newborn joeys in their mothers’ pouches:

At my school, it’s been a long tradition that every class prepares a Book Week display for the library. The displays, either 2D or 3D, stay up until just before the next Book Week, and help the library to be a colourful and fun environment. Here are our displays to celebrate Book Week 2009. Theme: “Book Safari”. Click photos to see bigger versions.

Collecting colour by SCLB

“Book Safari” culture pod by SCHM - “It’s culture – in a pith helmet!”

Every picture tells a story by 6P

Nobody owns the moon by 4/5M

Puffling by KFM

Pull to see 1C

“Book Safari” poster by 4W

Tuart dwellers by 1S

How weird is that… by 2CH

The wizard of Rondo by 5/6D

Sunday Chutney by KB

The big book of happy sadness by 3G

Tom Tom by 2KS

“Book Safari” tree by 3M

How to heal a broken wing by KI

“Book Safari” decorated box by 5B

“Leaf” by SCHC

Shoot animals with a camera, not a gun! by 6W

Safari print balloons

Our Early Stage 1 and Stage 1 students are about to start studying a Dreaming story, “Mirragan and Guranggatch”. In the Aboriginal story, set in the area around Jenolan Caves, Mirragan is described as “a giant cat”, but the animal that European settlers called a “native cat” is now more commonly called a quoll.

Google image search.

Youtube has several chuditches, quoll-like marsupials, including this clear footage:

Stop Press: 2nd August – Don’t you just love serendipity? I found this today during a visit to Sydney Wildlife World, at Darling Harbour. They had a real spotted quoll, too, in their nocturnal section:

Yesterday I found the perfect stuffed polar bear I need for a school project (for the book rap on the children’s picture book “Bear and Chook”) at a local Salvation Army “Salvo’s” charity store. I’ve been pricing toy polar bears all week, and this one was just $2. He was actually dressed for Christmas (in July?), but even his garments are worth way more than $2! (Boy, am I glad I didn’t buy the one I saw for $130 during the week!)

Even better, Bear’s the perfect scale for my battery-operated “Choke-a-Chicken” (below), who’ll be standing in for the character of Chook. (Remember “Choke-a-Chicken”? A real novelty hit several Christmases ago. He does the Chicken Dance, and squawks in agony when you pick him up by the neck!)

It was the most amazing day. I was dropped off at the station, to head into Darling Harbour and have lunch with friends at the Meat and Wine Co. I had just missed a train, so I headed off to the shops for a while, and then decided to check out the stuffed toy section of the “Salvo’s” charity store on High Street. Sure enough, there was Bear, waiting on a couch and looking resplendent in his Christmas outfit. You could have knocked me over with a feather when the woman serving me said, “$2 please”!

Of course, I then had to take Bear into the city with me – and pay an extra 95 cents for a recyclable carry-bag – but who cares when I’d just saved $128! I also managed to miss the next fast train into the city, which was also frustrating, but again – who cares when I’d just saved $127.05!

Introducing “Bear and Chook by the sea”: Emma Quay, illustrator, and Lisa Shanahan, author.

The “Bear and Chook” series book rap commences in Term 4 for students in Early Stage 1 and Stage 1! Watch this space!

Book Week is fast approaching!

Over on the OZTL_Net listserv, a teacher-librarian asked for ideas for getting students more involved with the annual Children’s Book Council of Australia (CBCA) awards. While there are other, student-voted, literary awards out there (eg. KOALA – Kids’ Own Australian Literature Awards), the CBCA “books of the year” are selected by adult judges, so sometimes the students can feel left out of the judging procedure.

It’s not difficult to lead discussion with students as to what are valuable criteria for judging children’s literature. Some categories are easier for students to judge, because they are within the intended audience of certain books. With guidance, Year 6 students can still make incisive observations about what makes a good picture book for younger students. You can also deconstruct the actual rules used by the CBCA judges.

This is the third year I’ve organised CBCA voting with students this way:

* K-2 (Early Stage 1; Stage 1) are judging Picture Books and Early Childhood Books

* Years 3-4 (Stage 2) are judging Picture Books and Information Books

* Years 5-6 (Stage 3) are judging Picture Books and Novels for Younger Readers.

I supply two empty bar graph grids per student, with the titles written at the base of each column. As we read and appreciate the books, in any order, they give points out of ten and colour their graphs. When all six bars of the graph are filled in, the highest columns are declared the winners and the students record their predictions. They find it very tricky if they’ve voted “ten out of ten” for two or more titles in a category. When Book Week arrives we fill in the actual winners beside their own choices.

At my previous schools, we’ve usually done a show-of-hands voting on a class column graph, but individual voting seems to enthuse the students even more. There’s usually a lot of clapping and cheering when I announce the winners at the school assembly in Book Week.

I recall really impressing one principal, in my first year as a teacher-librarian. She said, “I’ve never heard these children cheer for a book before…!” – and a few days later there was lots more money in my library budget.

Today Emma Quay, illustrator, and Lisa Shanahan, author, launched their exciting, new children’s picture book, “Bear and Chook by the sea”, at our very successful teacher-librarians’ professional development day.

I can’t wait for Term 4, when Jenny Scheffers and I coordinate a book rap based on their two “Bear and Chook” titles.

“Pete the Sheep”

The annual National Simultaneous Storytime happened today at 11am: “Pete the Sheep” by Jackie French & Bruce Whatley, as a PowerPoint presentation on my school’s new interactive whiteboard! Thanks ALIA for a fun event!

Some friends were recently dispensing with an artificial bonsai tree, and I realised it was perfect for an often-dark corner of the library still in need of a touch of green.

It’s attracting a lot of attention from the students and has been an excellent conversation starter. The K-2 students are actually studying “Autumn” at the moment; I think they are expecting the artificial bonsai tree’s tiny leaves to turn red, orange and yellow before dropping to the desk.

Real Autumn leaves, Bright, Victoria.

And now, it’s time to share the three wiki fables my group of gifted and talented Early Stage 1 (Kindergarten) students came up with this last term.

Inspired by last year’s four Core Values Fables (written by the previous Kindergarten cohort), we decided, as a group, to write some new jointly-constructed fables to focus upon our school motto: “Forward With Pride”. This became the moral for each fable. If you thought last year’s fables were a little out of left field, then this year’s three (there were going to be four, but one was cannibalised and abandoned) are truly in “The Twilight Zone”.

ENTER, if you dare!

If you’d like to know how these stories evolved, there are annotations and scribed brainstorming sessions recorded on the wiki, too. For example:

Why did we use a wiki to write and publish our school fables?
* “We can show all people in the world and they’ll know how clever Penrith kids are.”
* “To tell children something, not just use books.”
* “Our families can look for the wiki on the Internet.”
* “We can be famous. And then more famous than Aesop.”
* “You can type quicker on a computer, and send it further, like even to another country or out into space.”
* “People we don’t know can see our work.”
* “So we can read the fables on the computer, even if we had no money to buy a book.”
* “You could use a wiki to keep a diary and write in it every day, and everyone could read it.”
* “We can write our fables using the computer and the Internet.”

What had we learned when we were finished?
* “With Google Images we can find lots of exciting pictures of animals.”
* “If something happens in the world, like an earthquake, we can warn people by the Internet to get into a safety zone.”
* “Sometimes people go to different countries and they can use the Internet to stay in touch.”
* “On the Internet we can learn about other countries, which have different people.”

What will we do next?
* “We should do more hot seat [drama activities].”
* “We could read more Aesop’s fables in books.”
* “Draw more pictures for the fables we’ve done.”
* “Show our [class] teachers and the whole class.”
* “Learn about more fables.”
* “Make books out of fables.”
* “Learn about other things to put on the wiki.”
* “Learn more about animals on the Internet [with Google Images], like when we found the pictures of peacocks and an emu and a rhino – and some pictures were of the rhinoceros beetle and the rhinoceros snake!”
* “Do smart things on the wiki so we can get smarter.”
* “Do it again, but this time with dinosaurs!”