Description of Resource:
‘Writing Fun’ by Jenny Eather is a great interactive online website. This resource is made specifically for interactive whiteboards (IWB) as it utilises an interactive approach for engaging and assisting children in the writing process, this resource may also be used on computers if an IWB is unavailable. This resource further “uses text organizers to assist students in the writing process” (Eather, 2004, para. 1). Hence “Writing Fun explains the types of text commonly written in schools with printable organizers and examples showing text structures, grammatical features and publishing ideas” (Eather, 2004, para. 3). In addition to that “Writing texts covered include reports, procedures, explanations, expositions (persuasion, point of view), discussions, narratives, recounts, descriptions, responses (inc. reviews) , poetry, letters, invitations, news items and emails” (Eather, 2004, para. 4).
Thus this interactive writing help site clearly aids students in their learning of how to write a range of text types. This can be seen when one enters the site by clicking ‘Enter Here’. This will take the user to the main menu, and in clear and simple writing, instructions are given on how to explore this writing site. For example on the left hand side of the menu, instructions are given for exploring the website, whilst on the right-hand side, examples of a range of text types are given (for e.g. Information Report, Procedure, Recount, Explanation, etc) and under each text type, brief description is given about it (for e.g. Information Report: provides information, states facts). This resource is a great example to use for a written grammar lesson and hence it assist students in identifying and analysing the structure and key features of a wide range of text types with modelled examples provided.
Rationale
Relevance to the Focus Outcome:
This resource is quite relevant to the focus outcome of Science & Technology Living Things, as it has an embedded example of a ‘living thing’. This can be seen with the example of ‘Humpback whale’ (Figure 1). This information report about Humpbacks shows how the focused outcome is achieved, as this example identifies and describes the structure and function of living things (in this example, humpbacks) and ways in which living things interact with other living things and their environment.
Figure 1 - Humpback Whale 1
Using Humpbacks is a good example of a ‘living thing’ and it clearly relates to the focus unit of ‘Animals’. As mentioned by Skamp (1998) that young children’s concept of animals tends to be largely restricted to mammals (p. 219). Hence Bill (1993), in a classic study, investigated which organisms children thought of as animals, and why. She found that while mammals such as a ‘cow’ presented little difficulty, whales were more problematic; and organisms such as spiders and worms were regarded as animals by between only 20 to 50 per cent of primary school children (p. 219). As Skamp (1998) further mentions “in fact, young children aged five to six years are more likely to think of spiders and worms as animals (the biologist’s view) than are children aged nine to 10. This is thought to be because as they gain knowledge of biological groups such as reptiles and insects and various types of worm they lose the inclusive animal concept” (p. 219). Hence this resource allows students to understand this concept and draws on the example of Humpback whales and enables students to learn and gain more knowledge about this particular ‘animal’. Moreover it will allow students to achieve the focus outcome of “identifying and describing the structure and function of living things and ways in which living things interact with other living things and their environment” (Science & Technology, 2006, p. 25). When reading this information, it provides the opportunity for students to be engaged in a discussion as to the structure and function and the ways in which this living thing interacts with other living things and their environment. Hence the need for discussion creates a positive and supportive environment whereby students are actively engaged in their learning and are involved in substantive communication (Dufficy, 2005, p. 48).
Aspect of Literacy Explored:
This resource is excellent in terms of exploring the literacy aspects, as it allows students to discover what constitutes a text type and hence allows them to explore the structure and key grammatical features that are included in a text type. Therefore focusing on the information report text type, it allows the user to create a text organizer for an information report (or explanation, recount etc). Furthermore with using the modelled example of Humpbacks, the user can click on the “Organizer” ON/OFF to either turn on the organizer or to turn it off. Once the Organizer is turned on, the information is structured (Figure 2) and this shows the structural features of an information report. Moreover another aspect explored is the language features. As seen on the right-hand side of the website there are the key grammatical features which are included and it can be referred to and pointed out throughout the reading of the text. For example, whilst reading this text and annotating it, the key grammatical features can be discussed in terms of the ‘timeless present tense’, ‘third person, impersonal’ etc.
Figure 2 - Humpback Whale 2
Indeed as this is an interactive writing site, it clearly engages students and motivates them in their learning. This can be seen with how blank organizers are provided for students to explore writing an information report text type. Thus fostering engagement is vital in terms motivating students and through collaboration and working in small groups creates a cooperative environment whereby students’ academic performance can be enhanced (McInerney & McInerney, 2006, p. 291).
b) Written Text (Student's Writing)
NSW Department Of Schools Education. (1992).The Action Pack: Animals. Metropolitan East Disadvantage Schools Program.
This resource is a sample of a student's written work on an Information Report about spiders. This Stage 2 written information report is excellent to use as a model to develop students' understanding of written grammar and as well as their scientific understanding of 'living things'. Therefore this resource is quite relevant to the focus outcome of 'living things' whereby students identify and describe the structure and function and the ways in which this living thing interacts with other living things and their environment (Science & Technology, 2006, p. 25). Moreover this resource is great to use as it further allows students to explore the aspects of literacy. This is seen in the written grammar lesson, whereby the teacher annotates this written work as a model to use for students' writing. Hence key structural and grammatical features are pointed out to further develop student's learning of information report text types. Therefore as Collis (2005) points out that "before students write a chosen nonfiction text type, they need to understand its purpose, structure and language features" (p. 5), hence this written text model is a great example to use for students to explore non-fiction text type, i.e. with a focus on the structure of 'Information Report' text type. Moreover, it is necessary to do a deconstruction of a text, before leading students onto a joint construction and independent construction of written genres, and hence this resource is a good example for a deconstruction of an information report and this will be done in the written grammar lesson. This is going according to the 'Curriculum Model', whereby there are four main stages (i.e. Negotiating Field, Deconstruction, Joint Construction & Independent Construction) for teaching written genres (NSW Department of Schools Education, 1992, p. 7). Therefore this resource is great to use in terms of developing students' understanding and learning of Information Report text types and more importantly quite relevant to the focused outcome of Science & Technology LT S2.3 Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment (p. 25).
References
Collis, K. (2005). All you need to teach nonfiction text types ages 8-10: Discover, explore and write nonfiction. South Yarra: Macmillan Education Australia
Eather, J. (2004). Writing Fun by Jenny Eather: Text organizer - Information report. Retrieved on Thursday, 16th of September 2010 from http://www.writingfun.com/writingfun2010.html
Dufficy, P. (2005). Designing learning for diverse classrooms. Marrickville: Primary English Teaching Association.
McInerney, D., & McInerney, V. (2006). Educational Psychology: Constructing Learning. Sydney: Pearson Education Australia.
NSW Board of Studies. (2006). Science and Technology K-6: Outcomes and Indicators. Sydney: Author.
NSW Department Of Schools Education. (1992).The Action Pack: Animals. Metropolitan East Disadvantage Schools Program.
By Mariam Latifi
2a) Interactive Online Website (IWB)
Eather, J. (2004). Writing Fun: Text organizer - Information report. Retrieved on Thursday, 16th of September 2010 from
http://www.writingfun.com/writingfun2010.html
Description of Resource:
‘Writing Fun’ by Jenny Eather is a great interactive online website. This resource is made specifically for interactive whiteboards (IWB) as it utilises an interactive approach for engaging and assisting children in the writing process, this resource may also be used on computers if an IWB is unavailable. This resource further “uses text organizers to assist students in the writing process” (Eather, 2004, para. 1). Hence “Writing Fun explains the types of text commonly written in schools with printable organizers and examples showing text structures, grammatical features and publishing ideas” (Eather, 2004, para. 3). In addition to that “Writing texts covered include reports, procedures, explanations, expositions (persuasion, point of view), discussions, narratives, recounts, descriptions, responses (inc. reviews) , poetry, letters, invitations, news items and emails” (Eather, 2004, para. 4).
Thus this interactive writing help site clearly aids students in their learning of how to write a range of text types. This can be seen when one enters the site by clicking ‘Enter Here’. This will take the user to the main menu, and in clear and simple writing, instructions are given on how to explore this writing site. For example on the left hand side of the menu, instructions are given for exploring the website, whilst on the right-hand side, examples of a range of text types are given (for e.g. Information Report, Procedure, Recount, Explanation, etc) and under each text type, brief description is given about it (for e.g. Information Report: provides information, states facts). This resource is a great example to use for a written grammar lesson and hence it assist students in identifying and analysing the structure and key features of a wide range of text types with modelled examples provided.
Rationale
Relevance to the Focus Outcome:
This resource is quite relevant to the focus outcome of Science & Technology Living Things, as it has an embedded example of a ‘living thing’. This can be seen with the example of ‘Humpback whale’ (Figure 1). This information report about Humpbacks shows how the focused outcome is achieved, as this example identifies and describes the structure and function of living things (in this example, humpbacks) and ways in which living things interact with other living things and their environment.Using Humpbacks is a good example of a ‘living thing’ and it clearly relates to the focus unit of ‘Animals’. As mentioned by Skamp (1998) that young children’s concept of animals tends to be largely restricted to mammals (p. 219). Hence Bill (1993), in a classic study, investigated which organisms children thought of as animals, and why. She found that while mammals such as a ‘cow’ presented little difficulty, whales were more problematic; and organisms such as spiders and worms were regarded as animals by between only 20 to 50 per cent of primary school children (p. 219). As Skamp (1998) further mentions “in fact, young children aged five to six years are more likely to think of spiders and worms as animals (the biologist’s view) than are children aged nine to 10. This is thought to be because as they gain knowledge of biological groups such as reptiles and insects and various types of worm they lose the inclusive animal concept” (p. 219). Hence this resource allows students to understand this concept and draws on the example of Humpback whales and enables students to learn and gain more knowledge about this particular ‘animal’. Moreover it will allow students to achieve the focus outcome of “identifying and describing the structure and function of living things and ways in which living things interact with other living things and their environment” (Science & Technology, 2006, p. 25). When reading this information, it provides the opportunity for students to be engaged in a discussion as to the structure and function and the ways in which this living thing interacts with other living things and their environment. Hence the need for discussion creates a positive and supportive environment whereby students are actively engaged in their learning and are involved in substantive communication (Dufficy, 2005, p. 48).
Aspect of Literacy Explored:
This resource is excellent in terms of exploring the literacy aspects, as it allows students to discover what constitutes a text type and hence allows them to explore the structure and key grammatical features that are included in a text type. Therefore focusing on the information report text type, it allows the user to create a text organizer for an information report (or explanation, recount etc). Furthermore with using the modelled example of Humpbacks, the user can click on the “Organizer” ON/OFF to either turn on the organizer or to turn it off. Once the Organizer is turned on, the information is structured (Figure 2) and this shows the structural features of an information report. Moreover another aspect explored is the language features. As seen on the right-hand side of the website there are the key grammatical features which are included and it can be referred to and pointed out throughout the reading of the text. For example, whilst reading this text and annotating it, the key grammatical features can be discussed in terms of the ‘timeless present tense’, ‘third person, impersonal’ etc.Indeed as this is an interactive writing site, it clearly engages students and motivates them in their learning. This can be seen with how blank organizers are provided for students to explore writing an information report text type. Thus fostering engagement is vital in terms motivating students and through collaboration and working in small groups creates a cooperative environment whereby students’ academic performance can be enhanced (McInerney & McInerney, 2006, p. 291).
b) Written Text (Student's Writing)
NSW Department Of Schools Education. (1992).The Action Pack: Animals. Metropolitan East Disadvantage Schools Program.
This resource is a sample of a student's written work on an Information Report about spiders. This Stage 2 written information report is excellent to use as a model to develop students' understanding of written grammar and as well as their scientific understanding of 'living things'. Therefore this resource is quite relevant to the focus outcome of 'living things' whereby students identify and describe the structure and function and the ways in which this living thing interacts with other living things and their environment (Science & Technology, 2006, p. 25). Moreover this resource is great to use as it further allows students to explore the aspects of literacy. This is seen in the written grammar lesson, whereby the teacher annotates this written work as a model to use for students' writing. Hence key structural and grammatical features are pointed out to further develop student's learning of information report text types. Therefore as Collis (2005) points out that "before students write a chosen nonfiction text type, they need to understand its purpose, structure and language features" (p. 5), hence this written text model is a great example to use for students to explore non-fiction text type, i.e. with a focus on the structure of 'Information Report' text type. Moreover, it is necessary to do a deconstruction of a text, before leading students onto a joint construction and independent construction of written genres, and hence this resource is a good example for a deconstruction of an information report and this will be done in the written grammar lesson. This is going according to the 'Curriculum Model', whereby there are four main stages (i.e. Negotiating Field, Deconstruction, Joint Construction & Independent Construction) for teaching written genres (NSW Department of Schools Education, 1992, p. 7). Therefore this resource is great to use in terms of developing students' understanding and learning of Information Report text types and more importantly quite relevant to the focused outcome of Science & Technology LT S2.3 Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment (p. 25).
References
Collis, K. (2005). All you need to teach nonfiction text types ages 8-10: Discover, explore and write nonfiction. South Yarra: Macmillan Education Australia
Eather, J. (2004). Writing Fun by Jenny Eather: Text organizer - Information report. Retrieved on Thursday, 16th of September 2010 from http://www.writingfun.com/writingfun2010.html
Dufficy, P. (2005). Designing learning for diverse classrooms. Marrickville: Primary English Teaching Association.
McInerney, D., & McInerney, V. (2006). Educational Psychology: Constructing Learning. Sydney: Pearson Education Australia.
NSW Board of Studies. (2006). Science and Technology K-6: Outcomes and Indicators. Sydney: Author.
NSW Department Of Schools Education. (1992).The Action Pack: Animals. Metropolitan East Disadvantage Schools Program.