Part B – Annotated resource list

Part B Resources selected

All resources selected have been evaluated against the following selection criteria:

-Broad selection criteria, as provided by the South Australian Department of Education and Children’s Services.

-General selection criteria, used by Port Lincoln Primary School in South Australia.

-Specific selection criteria set out by the Department of Education which reflect your school’s philosophy and development plan.

 

1. Starting Smart: playing by the rules: entertain and persuade

http://www.scootle.edu.au/ec/search?q=year+1+persuasive+writing&field=title&field=text.all&field=topic

 

This is a wonderful informative resource from SCOOTLE.  It is a curriculum resource package, and really is a “one stop shop” for teachers.  It provides a ten week unit of work for students, which can be adapted to a shorter time frame if necessary.  This resource provides teachers with lesson plans, activities, as well as background information to the subject.  It also contains a range of assessment tasks.

It meets broad selection criteria in many ways, including it directly relates to the school’s curriculum and programs and provides opportunities for the students to use and evaluate their present information.

It meets general selection criteria by its authority, it is from the Australian curriculum, by a recognised publisher and producer, the information is accurate and it is also a reputable source of information.  It is definitely age appropriate and is readily available to schools.

It meets specific selection criteria by being developed specifically for year 2 students and explains the purpose and language structure of different types of texts.

 

2. Scootle Writing Resource Book

http://det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/

 

This is a book designed especially for teachers as a resource and aid in teaching writing and different forms of text to students.  It focuses on writing processes, strategies and the contexts for different types of written text.

It meets broad selection criteria by directly relating to a school’s curriculum and provides opportunities for children to develop their own skills.

It meets general selection criteria by being a reputable source of information and is by a recognised publisher and an experienced author.

It meets specific selection criteria by being compatible with the school’s teaching policies and techniques.

 

3. Worksheet/Activity Sheet – Persuasive Writing

“School holidays should be longer”.

Teacher conducts a lesson in front of class explaining the use of emphasis on using strong modal language and rhetorical questions in persuasive writing.  Children are to complete a worksheet working independently.  The task is to write a persuasive piece entitled “School Holidays Should Be Longer”.  Students are to follow outline of “Firstly I think school holidays should be longer because”, followed by “Secondly,” then “Thirdly”, then “In conclusion” and conclude with a summing up of their arguments.

This activity meets broad selection criteria by being directly related to the school’s teaching programs.

It meets general selection criteria by all information in the worksheet being correct and locally produced.

It meets specific selection criteria by being designed in house to meet the school’s curriculum requirements.

4. Worksheet/Activity “My day at a Theme Park”

This is to encourage students to write a narrative piece of writing of their own experience of a day out at one of the local theme parks.  This is a subject that the children clearly enjoy discussing and will have many of their own ideas about.  This activity follows on from a lesson regarding punctuation and example of narrative writing.

 

This activity sheet meets broad selection criteria by motivating children to present information in their own words.

It meets general selection criteria by being extremely cost effective and all content and language and concepts are at an appropriate level for the students.

This meet specific selection criteria by being produced by a teacher at the school and discussing local themes and events the children can relate to.

 

5. Game – common nouns and proper nouns

Teacher has previously conducted lessons on the difference between “common nouns” and “proper nouns”.  This game was designed by the teacher who has a list of six questions on a card.  The children are given paper and pencils and given two minutes to answer each question.  The one with the most answers at the end wins.  An example of some of the questions asked would be:  “Write a list of “common nouns” of natural places on the Gold Coast”; write a list of “proper nouns of manmade places on the Gold Coast”.

This game/activity meets broad selection criteria by directly relating to school’s curriculum, are relevant for the age of children for whom they are selected, and provides opportunities for children to find, use and evaluate a range of information that has been covered so far.

It meets general selection criteria in that the information is accurate, it has an attractive and interesting presentation, a suitable and enjoyable format, and content language and concepts are at a suitable level.

It is Specific in that it is a writing task; children need to be able to differentiate between common and proper nouns for writing in persuasive imaginative and information forms.  Difficulty with nouns has been an area established that many children in this age group have difficulty with.  By turning this learning task into a game, it helps them not only remember but absorb facts more readily as it is much more enjoyable. Children demonstrate writing skills, working to a set time limit, working independently and being able to differentiate between common nouns and proper nouns, along with demonstrating memory recall.

 

6. http://www.youtube.com/watch?v=HfZzskPZHzM

This is an interactive cartoon teaching children about capital letters and proper nouns.

It includes constructing sentences, demonstrating where the punctuation should be placed then asking the students to guess correct punctuation for a task.  It is set out in cartoon form; it is very simple yet informative, and fun as the same time.

It meets broad selection criteria by having a sound curriculum base and meeting learning guidelines.

It complies with general selection criteria by having an attractive presentation and clear reproduction as well as being easily accessible.

Specific selection criteria in met in that it uses correct language, being politically correct and age appropriate.

 

7. http://www.youtube.com/watch?v=xggyGAL3bhs

Kung Fu Punctuation Observation

Extremely popular with the children and very entertaining.  It is set to the song “Kung Fu Fighting”, and depicts characters from the “Kung Fu Panda” show.  It teaches children punctuation by showing them which punctuation would be used to the words of the song.  It is very colourful, has great graphics, and displays all the characters most children will recognise.

Broad selection criteria is met by this being relevant for the age of the children viewing it, and children are not being exposed to any inappropriate or offensive material in this clip.

It has very attractive presentation as necessary to meet general selection criteria and may be used across a number of curriculum areas and levels.

Specific selection criteria are met by this directly relating to the part of the curriculum the children are being taught for example; full stops, exclamation marks and where they should be used in the song.  Children can take note of all the different punctuation marks they should use and which context they should be applied in.

 

 

8. http://www.teachingideas.co.uk/english/creative.htm

This is based on “Charlie and the Chocolate Factory by Roald Dahl.

After having read the story children are asked to design their own version of the “Chocolate Room” and write their own narrative about it.

This meets broad selection criteria by allowing children to exercise their freedom of imagination whilst reinforcing what they have learned so far.

General selection criteria are met by the content language and concepts being at a suitable level for the students.  Specific criteria are met by it being age and language appropriate and meeting the learning skills of this unit of work.

 

 

9. http://www.teachersfirst.com/lessons/writers/writer-2.php

Writer’s Workshop for Year 2.

This encourages students to write daily as part of their routine.  They are required to create a story about a favourite topic and develop it into a narrative, then revise and edit it.

This is a very useful resource for teachers and students alike.  It offers ideas on encouraging the writing process and suggestions as to how to offer writing as a daily part of the children’s routine.

It meets broad selection criteria by relating to the school’s curriculum policy and program.  It also provides opportunities for the children to evaluate their writing and make critical decisions regarding it.

General selection criteria are met by it being a reputable source of information and its content language and concepts are at a suitable level for the students in Year 2.

It meets the school’s specific selection criteria by reinforcing what the teacher is teaching from the unit of work from the school’s own curriculum.

 

10 http://www.k-3teacherresources.com/teaching_writing.html#.UzvncvmSySp

This is a website that teachers can subscribe to and share resources and ideas on.  It would be very helpful for beginning and experienced teachers alike.  This particular resource is called “Picture of the Day”; where children are encourage focusing on the picture and answering the following questions in their head, before writing their replies.

Questions include the following:  I wonder why….I wonder what…I wonder who…I wonder how….

At the end they can share their thoughts and written pieces as a class activity.

This meets broad selection criteria by providing children with opportunities to find use evaluate and present information based on what they have been learning.

General selection criteria are met by the content of this website being easily accessible and it is readily available for users.

This activity meets the specific selection criteria for the school’s unit of work and could be used across several levels of the curriculum.

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