Rowena Wiseman has a student in my class. How lucky am I? Rowena is a published writer and is a shared organizer of our Writer in Residence program, even though this maybe new news for her. I have many ideas for our program this year and one is to really target our aspiring writers in years 5 and 6. Rowena is excited to share that her first Aunty Arty story is finally out in the world.
Jet Black Publishing is a new children’s ebook publisher based in Melbourne. Their mission is to publish inspirational and creative stories for children and young adults and they are donating 20% of the sales to children’s literacy charities, such as the Australian Children’s Literacy & Numeracy Foundation.
Who is Jet Black Publishing?
Jet Black Publishing is developing a range of teacher resources to support the series e.g. write a book review, text structure and Narrative writing plan, colouring sheets and printable classroom posters featuring an inspirational quotes from famous artists.
If you would like to know more, there is a 10-minute YouTube video where Rowena and illustrator Narelda Joy talk about how they created Aunty Arty. Discover where ideas for a book come from and how an illustrator creates rough drawings and turns them into finished artwork by clicking this link. https://www.youtube.com/user/AuntyArty
MP News Jan 2015 (1) This is an article from the Mornington Peninsula News about Rowena.
Book information: Aunty Arty and the Disquieting Muses written by Rowena Wiseman and illustrated by Narelda Joy $11 Available exclusively as an ebook
Exciting! Here is a copy of a post I’ve put on my school’s blog…
This week our Writers Workshop lunchtime program held its first Writer in Residence lunchtime program. This was open for Years 3-6 students. Our Writer in Residence program has been established to engage our serious young writers.
Writer in Residence: Rowena Wiseman- Published Author
Rowena has offered her support and will be attending and making suggestions on how we can grow this program to benefit our young writers and illustrators. The students who attended our first Writer in Residence were a pleasure to listen to. Their ability compose rich questions reflected the talent of these students.
Rowena brought her notebook, drafts of published works and explained how she collected ideas, honed her skills as a writer and the resilience required to become a published author.
It was interesting to hear how a writer asks others to read their work, comment and make suggestions, as well as the editing process a published piece of writing is subjected to as part of the publishing process.
Rowena is a parent member of our school community. We are also seeking other community members (grandparents etc.) involved in a writing based profession i.e. illustrating, advertising, journalist to name a few to become involved in this program.
Our aim is to have a Writer in Residence each month. We would love to hear from you and invite you to become a part our Writer in Residence program. This is the beginning of a wonderful school initiative which we hope will engage more of our students as word spreads.
I’ll keep you posted. Cheers Nina
This year we introduced Writers Notebook across my school. My students and I absolutely love our notebooks. We have a tool/skill workbook where student’s record / practice grammar, word-work and genre study. Their notebooks have a collection of their writing, thinking tools, planning and ideas. Some pieces are finished, others are not. There are plans, drawings, ideas, narratives, reports etc.
I chose a scrapbook and lined paper because the smaller exercise books didn’t allow for the drawings etc. Upon reflection the lined paper has meant quite a bit of sticking pages into a book but my students have managed this well. For next year our team has looked at a range of books more suitable for a notebook. I also stick books together so the children can look back and reflect on their journey as a writer. And they do!
This week I read a book by Terry Denton. The text in the book is made to look like the meaning. What was interesting was that a number of my students decided to ‘have a go’ at this in their own writing. They always have choice in their notebook. I’ve uploaded some photos of their attempt to make the words look like their meaning. These children are 6,7 & 8 year olds.
These notebooks are powerful as documentation of learning as they show the transfer from a taught skill/ genre to a student’s writing where they draw upon what they know. I’m hoping this makes sense. The scaffolds are around the room but the students need to direct themselves and their use. The notebooks clearly show me where learning has been embedded into conscious use.
If you have writers notebooks or something similar, I’d love to know how your students use theirs and if you use their notebooks for assessment purposes.
I’m very excited to take on a fellowship program under the guidence of Angela Stockman. Victorian teachers have a new Performance Development Plan as part of our teacher review process. My study / project has to be relevant, challenging, inspire me, and provide an opportunity for me to improve my teaching, and share my learning with colleagues.
September: Idea Development for Action Research Project
October: Organizing Your Process and Work Using Grounded Theory Methodology
November-February: Investigation and Inquiry Work, Data Collection, Analyses, and Hypotheses
March-May: Preparing to Publish Your Work
June: Publication and Celebration
Next Post: My Writer’s Workshop program and my Writer’s Tool Program.
Understanding the meaning of ANZAC Day is important for my young learners. Our school has a special assembly which all students attend. Using picture story books is the way I build their understanding of this day. As Australia is a multi-cultural nation I prefer to recognise all soldiers who served for their countries.
This year I’ve read a number of books to my students with our main activity based on My Grandad Marches on Anzac Day by Catriona Hoy and Benjamin Johnson.
Each year I try to do something a little different. I love the simple illustrations in this book and use them to inspire a creative activity. My students wrote about ANZAC Day, with a number of examples posted below.
My students are in the process of self -editing their writing.
Lest we forget!
My students have been learning how to write a description using the PM Writing Big Book genre format. Focusing on making a plan with key words and ideas supported my Preps to maintain a content structure.
Their first attempt involved choosing something personal and familiar to them. They then drew a diagram/picture and labelled key parts and used key words which would support them when writing their text. This was their first attempt and therefore a baseline assessment.
Having completed their own attempt I planned to share making a description plan with my students. We chose Sharks and used pictures and diagrams to locate the vocabulary they would need. Each student completed their own copy of the shark description plan.
Today my students used their plans to write a descriptive piece about sharks. Constructing a good quality plan scaffolds student’s writing and enablesthem to write an expanded quality text.
My Preps as part of our inquiry into personal history visited the Immigration Museum in Melbourne. The Immigration Museum has excellent programs designed for all age groups. The children learnt about Cook who travelled to Australia in a boat from Vietnam. They learnt about refugees and the hardships they faced. Understanding what a refugee is seems a big concept for 5 and 6 year old children; however, I’m always surprised by the level of understanding they have.
The children love Student Led Interactive Writing and for this activity I selected Partner Interactive Writing. Working in pairs the children could be heard rehearsing their text, using tool cards (alphabet and THRASS cards) to support spelling, manipulating spacers when required to ensure spaces between words, re-reading – correcting and discussing what they had learnt.
One of our school staff has applied to become an Australian citizen. The staff member spoke to the children about what she has had to do to become a citizen. The children were able to explain the difference between applying to be a citizen in Australia and being a refugee. The children completed our inquiry last week.