Margaret Wild

One of my favourite children's authors is Margaret Wild.  I'm sure I've mentioned her before. In fact, I know I have at least once just recently: here. Last year my class indulged my passion by agreeing to go along with an author study focussing on her. Our school's literacy scope and sequence suggests that year 6/7s undertake an author study during term 4 so it all worked out quite nicely. 

Studying an author of picture fiction enabled all of my students to access multiple texts.  Last year's cohort had a reading age spread well over 10 years from well below year level. Assigning a shared text was NOT an easy option: welcome the picture fiction books of Margaret Wild!

With over 30 of Margaret Wild's book in our class library we were able to compare, contrast, respond, identify patterns, find common themes, and much much more.  Different people found interviews with her (our favourite can be read here), and it was fascinating to see the different ways she is profiled on different publishers' websites.

Some of our favourites that I'm sure the VRPs would be happy for me to recommend to you:

What is treasure to you? This tale of a refugee
 child's life journey examines this beautifully.

A beautiful story of family and friendship.

A story about friendship, trust and betrayal
told with strong imagery and descriptive writing.

Guaranteed to make ME cry.
Poignant story of love and death.

Do you have a favourite picture fiction author? Or other children's author? Or even an illustrator? (I LOVE Julie Vivas!)  I'd love to hear about them.  (I'm not so sure my husband would love it... I have a problem restraining myself when it comes to buying picture books!)

This relates to the following Australian Professional Standards for Teachers...
Standard 1 Know the students and how they learn
Standard 2 Know the content and how to teach it
Standard 3 Plan for and implement effective teaching and learning

Just like Dobbie!

Our library borrowing time is Friday right after lunch. I'm pretty transparent in my reasons: we're all tired by the end of the week and most of the kiddos are hot and bothered after running around like mad-men during their lunch break.  We all benefit from sitting down and relaxing over a shared picture book. My love of picture books is well known (here and at school) and so it makes sense to harness that obsession passion to help us through an otherwise challenging afternoon.

Sometimes we pick something topical and chat over the connections we can make between it and our other learning.  Other times a student will slip a book into my hand and give me a quick nod or a shy smile that makes it all but impossible to say no to them. If there's something on the 'new books' shelf that catches my eye I throw caution in the wind and read a book to the class before previewing it. (I figure that if our teacher librarian has chosen it for the school it can't be horrendous!) My favourite is  when we read old favourites and share text-to-text connections we've made over our time together.

It's a bit early in the year for any 'old' favourites with this class but my loopers (a term my husband coined this morning because he's tired of hearing me distinguish between my old kids - the ones who've come with me this year, and my new kids) have been pretty vocal in reminding me of some of last year's favourites.  I read one on Friday because it happened to also be one of my all time favourites, and we studied it during our  'author study' so I wanted to see what my loopers came up with during the discussion.

And boy was I amazed. They lead the discussion. They discussed Margaret Wild's craft in this book and linked it to others; they talked about the relationship between the text and the illustrations; they helped the younger students draw inferences and find evidence in the text or their own schema to support them. I sat in shock delight.

In case that wasn't brilliant enough?  Toward the end of the discussion, one of my loopers who struggled a little last year piped up with,
"And right at the end, I think Little Humpty talks about himself in the third person doesn't he? Just like Dobbie does in Harry Potter?"  Words failed me. Well, that's a lie. Words never fail me. I grinned. Like a cheshire cat. And asked her to explain why the author may have done that.
"Well, my little brother talks like that sometimes, so maybe Margaret [yes, they referred to the author by first name!] to remind us that Little Humpty is a kid?"
Yes. Yes indeed.

I sometimes worry that in a year 6/7 class I rely on picture books too much, but then consider all the novels, poems, graphic novels and non-fiction books we also use.  And I think of examples like the one I've just described. We read this book, in part, probably half a dozen times last year. Individual students poured over it many more times. It is familiar to my loopers in a way that a novel couldn't be, and that allowed for my student to make her connections.

Picture books. Gotta love 'em right?

This relates to the following Australian Professional Standards for Teachers...
Standard 1 Know the students and how they learn
Standard 2 Know the content and how to teach it
Standard 3 Plan for and implement effective teaching and learning

A Duck's (Late Night) Adventure

It's 10:30pm and I just finished making those few last minute changes to my plans for tomorrow.  Ordinarily I'm finished well before this time but tonight we had a dinner guest and so I didn't get started until well later than usual. Still. It's 10:30pm.  Past this little duck's bedtime on a school night.

I know I'm not the only teacher who comes home and packs in another couple of hours.  It's one of the reasons I describe teaching as a lifestyle instead of a job.

It's a great lifestyle if you ask me though... How many other adults get to count reading picture books as work? For someone like me (picture book LOVER), it's the icing on the best cake ever.

My last minute changes tonight were focussed on my need to do a narrative structure pre-assessment, and a prior knowledge of natural disasters of my kidlets tomorrow. I had things planned but with one thing and another (read that as I forgot that I am being released for an extra lesson tomorrow because of a leadership role I've taken on) I need to rearrange my day and the previous plan wouldn't work. Back to the planning book!

I've decided to present out the text of one of my all time favourite picture books and have the kids mark it up. Pamela Allen's Alexander's Outing is perfect for early discussions about narrative structure because it has all the features.  And the illustrations are BEAUTIFUL.  Win!

The natural disaster session is a little more difficult because I won't be in the classroom. I completely trust the teacher who's going to cover me, but as we all know from previous posts - I'm a control freak. So I've set up a padlet for my class to use after the initial conversations. My class used it in a few different ways last year, so I'm hoping my 'loopers' remember and can mentor the others. Padlet is such a fun way of sharing ideas and collaborating, and it's free which is, as we all know, an ENORMOUS advantage.  Depending on when you read this blog, you may see my students' comments on the padlet below.

Created with Padlet

Despite the late hour, I love my job/lifestyle. Planning activities like these two, which are pretty every day ones, makes me happy. I know the kids will enjoy them. And that means learning. And that's why I do it. (Well, that and the picture books.)

Speaking of the late hour: it's now 11pm. Well past this little duck's bedtime on a school night. Still. I was determined to keep my commitment of #28daysofwriting. (3 days done!)