CMIS Evaluation Primary Focus

Used with permission HarperCollins (ABC Books)

Recently published is a must-have resource for all school libraries and parents’ bookshelves.  Entitled 1001 Children’s Books you must read before you grow up, it includes one page reviews (many by well-known authors) of the best of children’s and adolescents’ books from different countries and from different periods of history.  These are grouped into broad age bands: 0-3, 3+, 5+, 8+ and 12+, and most are illustrated with the original cover art.

The preface, written by Quentin Blake, and the introduction, written by the general editor, Julia Eccleshare, are well worth reading.  Blake takes us inside the illustrator’s head and gives a valuable insight into how he dialogues with the text, with the prospective reader in mind, to produce his pictures. He also spotlights the professional concerns which authors face in writing children’s books. Eccleshare writes about the selection as being “a lesson in history and cultural change as much as it is a journey of literary discovery.  Snapshots of attitudes to children, expectations of them, and messages thought suitable for them are all held within the pages of these stories.” (p.11)

For some great ideas for linking the two main learning contexts of children, for increasing mathematical confidence and for suggestions for some engaging parent involvement at school, check out Improving Primary Mathematics.  Don’t be put off by its unappealing black and white, dense text appearance: there are some really good ideas to be found even with a quick skim.  For example:

- Have children create a record book of Mathematical type activities in which they engage at home. Each record would consist of a photo and a detailed caption describing the maths involved.

- Invite parents into the classroom to share a Maths lesson with the children.  This will demonstrate to parents teaching strategies used today.

Take a trip down memory lane with Lucy Mangan as she browses the Puffin Archive in Rugby, Warwickshire, UK.  The exercise may also trigger some classic purchases for the school library.

We are into day three of National Reconciliation Week.  The theme this year is: “See the person, not the stereotype.”   Check out the website for information and resources.  There is much food for thought and discussion.

A good print resource that throws light on the Aboriginal experience of Maralinga, but which is also relevant for Aboriginal experience elsewhere in Australia, is the recently published book, Maralinga: the Anangu Story.

SparkleBox is a UK website with 1000s of ideas and printable resources for literacy, numeracy and common Junior Primary topics that are free for download under Creative Commons terms.  Topics include: everyday life, living things, ourselves, places, weather and seasons, art and design, celebrations, religion, fantasy, physical education and role-play.  Also available are photos of classroom displays that teachers have shared, and signs, labels and banners.

A School Library Journal survey of favourite picture books is now complete and the results can be viewed on their blog.

Top of the pops: Where the Wild Things Are (could the film possibly have influenced this?) but there are 100 other great titles to peruse and become acquainted with if you aren’t already.

If you look carefully (towards the end of the list, alas, but at least they are there) are two Mem Fox much-loved Aussie titles.

The story Simpson and his Donkey is an iconic Australian Gallipoli Legend.

Two new captivating titles will be highly useful for ANZAC Day commemorative studies this year.

 They are: Jackie French’s The donkey who carried the wounded and Mark Wilson’s My mother’s eyes : the story of a boy soldier.  Both stories centre on world War I – one at Gallipoli and the other on the battlefields of France.

Jackie French is well known for her ability to add detail and little colourful extras to enhance tales of historical nature. This book is no exception. In this well researched tale, the author takes us beyond the time of Simpson’s death to follow what may have happened to the donkey after his master was shot and killed.  The book introduces us to Richard Henderson, the New Zealander who is reported to have carried on Simpson’s work after he was killed.

Mark Wilson’s evocatively illustrated story tells a poignant tale of a young Australian farm boy lured to the Great War adventure who puts up his age to enlist in the AIF. As the story unfolds, readers are exposed to the true horror of the war as this young boy is forced to grow up a long way from home. The blend of narrative and letters make this a very readable volume. Teacher’s notes are available.

In time for ANZAC day these delightful stories will make a very worthwhile addition to the school library collection and give new scope for the well trodden ANZAC Day path. Both stories could be well used in Middle Childhood and Early Adolesence classrooms.

For other ANZAC Day information visit the CMIS ANZAC theme pages.

April 2nd is the commemoration of Hans Christian Andersen’s birthday.   The International Board on Books for Young People (IBBY), chose this day as International Children’s Book Day. All over the world people will be celebrating with books.

International Children’s Book Day (ICBD) is a celebration designed to inspire a love of reading and to call attention to children’s books.

A wide selection of titles suitable for use in the classroom can be found in the CMIS Resource Bank

Improving Student Achievement: a Practical Guide to Assessment for Learning is a new publication from Curriculum Corporation.  It is ideal for use as the basis of a series of staff professional development workshops.  Teachers could be asked to individually read through a chapter a fortnight, reflect on the Professional learning focus at the chapter’s end and perhaps try out some of the strategies suggested in the chapter.  Then, as a staff or within groups, they could come together and share their thoughts and practice with one another.  It would provide a great opportunity for engaging collaboration and it is hard to imagine any outcome other than ones that would be beneficial to teaching practice and student learning.

Whether or not this book is used for staff professional development, it is recommended as a highly useful teacher resource.