Storytelling - non-fiction texts

Liz Swanson

Session today was introducing non-fiction texts and ways of communicating to children.
We discussed the 6 different types of communication: recount ( retelling what happened), instruction (how to do something), persuasion (why you should do something), discussion (pros and cons of an issue), information (facts about something), and explanation (how something works or happens - cause and effect). Children need these forms of communication for everyday life e.g. relationships, jobs.

Here is an image of planning for Goldilocks and the Three Bears. You are able to create different types of communication and writing from this story. This is a way to incorporate non-fiction writing from fiction texts.

When telling the story it is handy to use actions and have the children do these with you. This will help their memory when retelling the story. We had modeled the purpose of using a person with props to help tell the story. This helps the children to visualise the story before they map it.

We then discussed mapping and a different form of mapping and sectioning with a different formation.

Here the images match up to the story. You read the images horizontally, across the page and each line represents a section/sentence of the story. Mapping this way helps the children to read aloud with the teacher and with the incorporation of actions, they will remember the story better.

Manaiakalani - Creativity

Belfast School - Term 2 Staff Meeting

Creativity - lessons need to have a hook. This helps with the behaviour management. The more interesting the lesson the more engaged the children are.

Looking at teaching in the 60’s - differences. We discussed how back then teachers had more chances for children to make and create. However, they had to copy the teacher, little chance to adapt and go on their own creative tangent.

Manaiakalani talks about the importance of sharing the knowledge and concepts learnt. Sharing these with other people and comparing ideas.. It is all about communication.

Creating paper planes. Had a task to create a plane that flew straight then to the left. Used internet to research and create.

Relevance to juniors: Children could share their data and new learning onto 'Book Creator - Ipad App.'

Older children: Google drawings.

We want children to be the creators of content not the consumers.

RIRO - Reaching In and Reaching Out

Liz McNaughton

Final session for RIRO. This course has been helpful by learning about resilience. It is thinking about dealing with stress and a negative mindset. We learned about stress in children and the cortesole. By reflecting on our own thoughts and experiences we learned how to have a positive outlook and engage in a growth mindset.

Things that stood out for me:

• Difference between sympathy and empathy.
• A thought is just a though. It has the potential to be wrong.
• Be grateful each day.
• Problems - do they belong to me - do I need to react to this.
• Take time out to relax and calm myself to settle anxiety.
• Model and discuss this with the children to help them increase their own mindset.