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Using Book Clubs to Engage Readers and Writers and Teachers Dr Jan Turbill and Wendy Bean University of Wollongong Note: All images removed

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Using  Book  Clubs  to  Engage  Readers  and  Writers  and  Teachers  

Dr  Jan  Turbill  and  Wendy  Bean          University  of  Wollongong    

Note:  All  images  removed    

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Two  Book  Clubs  

•  Wendy  worked  with  a  suburban  school  90mins  south  of  Sydney  

•  Windang  Public  School  is  considered  below  average  on  the  Social  EducaGon  Advantage  Index    

•  Windang  receives  addiGonal  government  funding  for  Literacy  and  Numeracy  

•  Jan  worked  with  a  school  in  farming  area  2  hours  south  of  Sydney  

•  Berry  Public  School  is  considered  to  be  above  average  on  the  Social  EducaGon  Advantage  Index    

•  Berry  receives  no  addiGonal  funding  

IRA  2014  

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Different  schools  –  different  needs  

Windang  Book  Club’s  focus  was  to  engage  children  in:  

•  reading  for  enjoyment  •  reading  a  wide  range  of  

authors  •  reflecGng  and  discussing  

books  •  improving  reading  and  

wriGng  skills    •  engage  the  community  •  engage  teachers’  interest  in  

literature  

   Berry  Book  Club’s  focus  was  to  engage  prolific  readers  in:  

•  reading,  reflecGng  and  criGquing  books  

•  exploring  the  wriGng  devices  of  the  authors  they  read  

•  reading  like  writers  and  thus  improve  their  wriGng  

IRA  2014  

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Windang  PS  

•  My  big  quesGon  was:    

“Can  I  make  these  kids  love  reading?”  

IRA  2014  

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Stephen  Kashen  (2004)  

•  Reading  expert  Stephen  Krashen  (2004)  has  argued  that  access  to  reading  materials  through  libraries  and  wide  reading  are  criGcal  for  literacy  development,  especially  among  students  from  lower  socio-­‐economic  backgrounds.  

IRA  2014  

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What  the  research  told  me  

•  InternaGonal  research  provides  compelling  evidence  that  school  libraries  and  teacher-­‐librarians  make  a  significant  contribuGon  to  student  literacy  and  learning  outcomes.  

•  Recent  Australian  research  (Hilary  Hughes)    indicates  that  school  NAPLAN  scores  for  reading  and  wriGng  were  generally  higher  when  student-­‐to-­‐library  staff  raGos  were  lower  (i.e.  beaer)  and  when  the  school  employed  a  teacher-­‐librarian.  

IRA  2014  

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Common  Core  

•  The  standards  leave  room  for  teachers,  curriculum  developers  and  states  to  determine  how  those  goals  should  be  reached  and  what  topics  should  be  addressed…Teachers  are  thus  free  to  provide  students  with  whatever  tools  and  knowledge  their  professional  knowledge  and  experience  idenGfy  as  being  most  helpful  for  meeGng  the  goals  set  out  in  the  Standards.  (2010a).  

•  Reading/wriGng  connecGon          The  challenge  is  that  students  need  access  to  lots  of  

high  interest,  accessible  books.  

IRA  2014  

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Pathways  to  the  Common  Core  AcceleraGng  Achievement    Lucy  Calkins,  Mary  Ehrenworth,  Christopher  Lehman  

•  Students  should  be  doing  lots  of  in-­‐school  reading  

•  The  reading  program  in  the  school  must  support  all  students,  and  one  of  the  best  ways  of  doing  this  is  to  allow  students  to  read  habitually,  and  in  ways  that  literate  people  all  over  the  world  read.  Watch  your  strong  readers.  One  factor  they  have  in  common?  They  read  a  lot.  (p70)  

IRA  2014  

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Calkins  et  al  con’t  

•  Readers  should  have  opportuniGes  to  choose  from  a  wide  range  of  high  interest  texts.  

•  Teachers  can  ignite  interest  in  books  in  a  host  of  ways  –  by  talking  up  a  series,  by  reading  a  small  bit  in  a  mini  lesson,  by  simply  carrying  a  book  around  and  seeming  obsessed  with  it.  

•   And  once  a  student  is  engaged  with  reading,  teachers  can  extend  and  shape  that  readers’  diet.  But  one  of  the  sure-­‐fire  ways  to  throw  cold  water  on  a  reader’s  willingness  to  read  is  to  create  an  instrucGonal  program  that  relies  on  a  steady  diet  of  teacher-­‐chosen  whole-­‐class  novels.  P  71  

IRA  2014  

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UK  Research  •  Drawing  on  quesGonnaires  from  1200  primary  teachers  naGonally,  showed  that  whilst  the  majority  of  teachers  read  independently  for  pleasure,  professionally  they  rely  on  a  very  limited  canon  of  children’s  authors  and  can  name  only  a  narrow  range  of  picture  ficGon  creators  and  poets  (Cremin  et  al.,  2008a,  b).    

•  This  raises  the  quesGon  of  whether  teachers  are  familiar  with  a  sufficiently  diverse  range  of  writers  to  enable  them  to  foster  reader  development  and  make  recommendaGons  to  young  readers  with  different  needs  and  interests.    

IRA  2014  

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Star%ng  point  •  Reading  is  probably  the  most  important  skill  for  

children  to  develop  in  their  early  years,  underpinning  learning  in  all  other  areas.  

•   Year  4  is  an  important  point  in  children’s  development  as  readers,  as  it  is  at  this  age  that  most  students  make  the  transi%on  from  learning  to  read  to  reading  to  learn.    

IRA  2014  

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Why  Book  Clubs?  

•  The  recent  observaGons  made  by  Calkins  et  al,  the  UK  research  and  results  of  internaGonal  tesGng  (PIRLS)  were  very  similar  to  those  I  made  in  my  school.  My  observaGons  were  also  supported  by  data.  

IRA  2014  

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In  order  to  develop  children’s  independent  reading  for  pleasure  the  establishment  of  Book  Club  aimed  to:    

•  Widen  teacher’s  knowledge  of  children’s  literature  

•  Develop  teachers’  confidence  and  skilful  use  of  such  literature  in  the  classroom.    

•  Develop  teachers’  relaGonships  with  parents,  carers,  librarians  and  families.    

•   Develop  ‘Reading  Teachers’,  teachers  who  read  and  readers  who  teach.    

•  Increase  the  amount  of  reading.  •  Provide  high  quality  literature.  

IRA  2014  

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Reading Instruction Reading for Pleasure

Learning to read Choosing to read

Decoding and comprehension Engagement and response

Lifelong readers

Teacher direction and ownership Child direction and ownership

Attainment Achievement

IRA  2014  

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Ensure  Students  Read  Quality  Texts  

•  Children’s  wriGng  reflects  the  reading  they  do.  The  complexity  and  literacy  quality-­‐or  lack  thereof-­‐  of  the  texts  children  read  greatly  influence  the  quality  of  their  wriGng.  

•   Children  who  read  literature-­‐well-­‐wriaen  folktales,  narraGves,  and  trade  books-­‐become  beaer  writers  than  children  who  read  basal  reading  texts…  

IRA  2014  

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Book  Clubs  

•  Status:  applicaGon  to  join  

•  LunchGme  every  2  weeks  in  library  

•  Quality  texts  

•  Special  guests  

IRA  2014  

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Book  Club  acGviGes  

•  Author  visit  2011        (Sandy  Fussell)  •  Boys  Only  Club  Terms  3  and  4  2012  

•  Year  6  runs  own  Book  Circle  with  Year  2  in  2012  (own  iniGaGve)  

•  Year  6  runs  Book  Circle  with  senior  students  in  2013  

IRA  2014  

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WriGng  connecGons  in  Book  Circle  

 edmodo  www.edmodo.com  

•  Secure  •  A  place  to  ‘talk’  about  books  between  Book  Club  meeGngs  run  fortnightly  

•  A  place  to  publish  newsleaers  and  author  websites  

IRA  2014  

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Book  Club  Reading  Journals  

Students  all  have  a  reading  journal.  Here  they  record:  

•  Books  read  •  Books  recommended  •  Notes  or  ideas  while  reading  

And  we  loved  collecGng  ‘delicious  words’  

IRA  2014  

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Book  Club  EvaluaGon  

IRA  2014  

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Comment  from  Book  Club  leader  

What  have  you  enjoyed  most  about  leading  Book  Circle?  

Being  able  to  organise  special  things  at  Book  Circle  like  organising  visitors  or  a  special  book  (being  first  to  read  new  books).  

What  has  been  the  biggest  challenge?  

Making  sure  everyone  enjoys  book  circle  and  the  books  we  read.  We  vote,  ask  for  suggesGons  and  mix  up  the  authors.  

Which  book  have  you  enjoyed  the  most?  

White  Ninja  by  Tiffany  Hall.  I  had  read  it  before  and  liked  discussing  it  with  the  group.  It  was  kind  of  exciGng  knowing  what  was  going  to  happen.  

If  you  could  change  one  thing  about  Book  Circle  what  would  it  be?  

I  can’t  think  of  anything  it  is  good,  the  types  of  books  we  read  are  good  and  the  people  in  Book  Circle  seem  to  love  it.  IRA  2014  

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Comments  from  group  members  •  I  like  that  we  all  understand  where  we  are  coming  from.  We  come  from  the  same  perspecGve.  

•  The  leaders  are  kids  so  they  enjoy  it.  •  We  can  make  lots  of  connecGons.  •  The  leaders  are  prepared.  •  The  leaders  are  a  good  help  and  encourage  us.  

•  They  keep  the  conversaGon  going.  

IRA  2014  

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Other  events  and  outcomes  

IRA  2014  

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PromoGon  of  Library  and  Literacy  Events  

IRA  2014  

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PromoGng  reading  for  enjoyment  

•  Whole  School  Peer  Reading  Aloud  

•  Premier’s  reading  challenge  etc  

     -­‐  ParGcipaGon  rate  has  risen  to  85%.  

IRA  2014  

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•  Hot  seat  readers  (local  paper  and  school  newsleaer)  

IRA  2014  

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IRA  2014  

•  Book  Swap  •  Purchase  of  quality  literature  and  texts  for  the  library  •  Purchase  of  quality  texts  (mentor  texts)  for  teaching  and  

learning  (modelling)  

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•  Kindergarten  orientaGon:  two  picture  books  in  welcome  pack  

•  Parent  workshops  on  reading  

•   ParGcipaGon  in  NLNW:  Australia  Reads    and  A  Poem  in  Your  Pocket  

IRA  2014  

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•  Mystery  readers  (prize  a  book  trailer  and  popcorn)  

•  Class  libraries:  regularly  changed  plus  Premier’s  Reading  Challenge  boxes  in  classrooms  

•  Individual  book  boxes  for  students  

IRA  2014  

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In  summary    

•  We  had  enormous  fun  •  The  children  thought  they  were  very  special  and  were  proud  of  their  parGcipaGon  

•  Parents  were  thrilled  

•  AND  reading  was  in  the  spotlight!  

IRA  2014  

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Berry  Book  Club  How  do  we  teach  children  to  get  

inside  the  author’s  head?  Peter  Burney  –  Principal  

Sue  McAuliffe  –  Year  5/6  Teacher  Di  Hill  -­‐  Librarian  

IRA  2014  

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The  Context:  Berry  Public  School  

•  Berry  is  an  old  rural  town  within  a  farming  community  two  hours  south  of  Sydney  

•  Berry  Public  School  is  considered  to  be  above  average  on  the  Social  EducaGon  Advantage  Index    

•  It  receives  no  addiGonal  funding  

IRA  2014  

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The  Purpose  of  Book  Club  

   Berry  Book  Club’s  focus  is  to  engage  prolific  readers  in:  

•  reading,  reflecGng  and  criGquing  books  •  exploring  the  wriGng  devices  of  the  authors  they  read  

•  reading  like  writers  and  thus  improve  their  wriGng  

•  teaching  children  to  get  inside  the  author’s  head  

IRA  2014  

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Why  a  Book  Club  •  A  need  to  provide  addiGonal  challenge  for  a  small  group  of  prolific  readers  in  Years  4,  5,  6  

•  A  need  to  develop  imagery  in  children’s  literary  wriGng  

IRA  2014  

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We  can  read  without  ever  having  wriaen  but  we  cannot  write  without  having  read  (Butler  &  Turbill  1984)  

Children  must  read  like  a  writer,  in  order  to  

learn  to  write  like  a  writer  (Smith  2003)  

Every  writer  is  a  reader.  …  To  teac

h  wriGng  

we  must  teach  reading.    (Donald  Murray  

1984,  2004)  

Text  is  a  two  sided  mirror  …with  readers  and  writers  …  gazing  upon  the  reflecGons  of  their  own  minds  (Frank  Smith,  1982)  

Our  philosophy  

IRA  2014  

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Berry  Book  Club  2012,  2013  

•  Run  in  school  Gme  –  every  second  week  from  2-­‐3pm  

•  Children  buy  their  book  (at  reduced  price)  •  Selected  children  (20)  from  Grades  6,  5,  4  with  four  team  leaders  

•  Class  teacher  and  Librarian  involved  •  Children  read  chosen  book  in  own  Gme  

•  Explore  themes  and  ‘wriGng  devises’  used  by  author  (author’s  crat)  

IRA  2014  

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Book  Club:  WriGng  Focus  

•  Introduced  ‘power  wriGng’  –  non-­‐stop  wriGng  on  a  given  word  or  phrase  for  3-­‐5  minutes  

•  Aim  for  children  to  ‘play’  with  similar  ‘wriGng  devices’  in  their  own  wriGng  

•  Sharing  of  wriGng  in  their  teams  

•  Team  selects  one  person’s  wriGng  

•  Selected  children  read  their  wriGng  to  whole  group  to  finish  session  

IRA  2014  

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CriGcal  points    

•   Constantly  refer  to  the  ‘reading  like  a  writer’  concept  

•   Introduce  children  to  the  author  via  website,  You  Tube  clips  and  Skype  (Sandy  Fussell)  •   Refer  to  the  author  by  name  –  ‘look  at  the  

words  Jackie  used  to  describe  …’  etc  

•   Children  begin  to  feel  they  know  the  author  and  can  ‘think  (write)  like  the  author’  

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Our  Book  Club  Session  

IRA  2014  

Team  discussions:15mins  Leader  reads  discussion  quesGons  Members  discuss,  refer  to  book  when  needed  

Whole  group:  10  -­‐15mins  Introduce  session  focus  Read  a  page,  show  author  website  Set  task  for  session  

Power  WriGng:  20mins    Students  prepare  page  in  journal  Tch  gives  topic,  Gming  begins  (3-­‐5  mins).  Chdn  write.  Chdn  share  wriGng  and  team  select  one  piece  

Whole  group:  10-­‐15mins  Selected  members  read  their  wriGng  General  comments  and  wrap  up.  

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Our  focus  over  past  2  years  

•  Specific  authors:  all  Australian  children  best  known  authors  

•  Picture  books    -­‐  for  older  children    -­‐  for  younger  children  •  Poetry    -­‐  list  poems    -­‐  Australian  Bush  Ballads  –  and  its  respecGve  Picture  Book.  

IRA  2014  

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The  quesGons  asked  are  criGcal  if  we  want  children  to  read  like  writers  

IRA  2014  

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Your  Turn:  Meet  Libby  Gleeson  

Read  your  handout  and  discuss:  •  How  does  Mahtab  describe  her  first  images  of  Australia?  

•  Find  the  metaphors  –  why  does  Libby  use  metaphors?  

•  Find  any  sentences  without  an  acGve  verb.  What  impact  does  this  have  on  you  the  reader?  

•  Do  you  get  the  sense  of  being  in  the  bus  rushing  by  these  images?  Share  how  Libby  used  language  to  give  you  this  sensaGon.  

IRA  2014  

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Power  WriGng:  3-­‐5  minutes  

IRA  2014  

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Power  WriGng  Procedure  •  Children  open  journals,  take  new  page  and  write  date  

•  Teacher  waits  unGl  all  ready  and  provides  topic.  For  instance:  ‘Topic  today  is  -­‐  the  cave’  

•  Teacher  says  –  GO  and  begins  Gmer  •  Teacher  observes,  moves  to  anyone  who  seems  to  be  ‘stuck’  

•  At  allocated  Gme,  say  STOP  wriGng  •  Leader  directs  sharing  of  wriGng  and  selecGon  of  piece  to  be  read  in  whole  group.  

IRA  2014  

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Children’s  Power  WriGng  (self  chosen)  

IRA  2014  

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Children’s  discussion  quesGons  

IRA  2014  

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The  Sea  I  don’t  know  how  I  got  here.  All  I  know  is  I  am  here  giving  life  to  those  who  dwell  in  the  submerged  world.  Colours  lights,  all  around  from  the  deepest,  darkest  depths  to  the  most  pure  water  where  the  sun  shines  though  in  beams  smothering  the  water  in  its  wispy  veils.  I  don’t  know  how  I  got  here,  all  I  know  is  am  I  here.  

The  Sea  Crashing  waves  rolling  onto  the  shore.  Kids  running  in  and  out  dodging  waves  and  crabs.  Dolphins  catching  waves  with  surfers  and  gliding  under  the  surface.      I  walk  along  following  them  unGl  they  disappear  into  the  distance.    

Shells  scaaer  across  the  sand  and  washing  up  with  the  water.  As  the  water  moves  back  out  into  the  ocean  it  leaves  the  sand  rippled.  Feet  sink  into  the  sand  leaving  footprints  wherever  you  go,  soon  to  get  washed  away  again  when  the  water  reaches  them.  

The  Sea  Blue  magical  mysterious  islands  with  unknown  craters  and  peaceful  hot  sunny  beaches  with  toddlers  running  around  sand  castles  -­‐  the  liale  kids  pride  and  joy.  Surfing  rips.  Geung  dunked.  Seagulls  begging  for  hot  chips.  Dolphins  hiding  under  the  water.  Sun  seung  over  the  beach.  BeauGful  magic,  so  much  to  see.  

Children’s  Power    WriGng    

IRA  2014  

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Simon  French  uses  a  wriGng  device  where  he  begins  a  paragraph  with  a  broad  statement,  then  proceeds  to  provide  the  details.  Read  your  handout:  Other  Brother  and  share  with  a  partner  the  details  Simon  French  provides  AFTER  the  lead  sentence.  

IRA  2014  

•  Dad  was  leaving  me  behind  again.  –  -­‐-­‐  –  -­‐-­‐  –  -­‐-­‐  

Your  Turn  

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Children’s  Power    WriGng    

Then  came  the  one  thing  I  didn’t  want  to  happen  .  .  .  

IRA  2014  

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Then  came  the  one  thing  I  didn’t  want  to  happen  .  .  .  

IRA  2014  

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Your  turn  again  

•  We  are  going  to  read  and  share  •  We  are  going  to  read  as  writers  

•  We  are  going  to  write  and  share  

IRA  2014  

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Task  

IRA  2014  

1.  Read  the  last  chapter.  How  does  Mahtab  feel  now?    2.  Find  words  Libby  chooses  to  describe  how  Mahtab  feels.  3.  Share  these  in  your  team.    4.  Share  Libby  Gleeson’s  use  of  similes,  adjecGves,  strong  

verbs  to  build  the  imagery  of  the  FesGval  of  Kites.    5.  Find  a  sentence  with  no  ‘acGve’  verb.    Why  does  Libby  use  

sentences  like  this?  How  does  it  affect  you  as  a  reader?    6.  Find  a  sentence  Libby  has  wriaen  that  allows  you  to  ‘see’  

and/or  ‘hear’  what  is  happening.  Read  it  to  your  team.  

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Now  for  Power  WriGng  

•  Take  a  clean  page.  You  have  been  reading  like  a  writer  now  it  is  your  turn  to  use  similar  devices  as  Libby  uses  in  her  wriGng  

•  You  will  have  4  minutes.  Try  to  keep  your  pen  flowing.  

•  You  will  share  with  your  group  •  Here  is  your  topic  •  Go  

IRA  2014  

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Reflect  and  share  

•  As  a  potenGal  writer  what  did  you  noGce  in  Libby’s  wriGng?  

•  Can  you  recall  other  ‘wriGng  devises’  you  used  in  your  wriGng?  

•  Could  you  hear  any  connecGons  to  Libby’s  wriGng  as  you  listened  to  others  

•  And  what  else?  

IRA  2014  

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Comments  from  Term  1  Survey  –  What  have  you  learned  about  wriGng  from  Libby  Gleeson’s  wriGng?  

Children’s  thoughts  

IRA  2014  

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CollaboraGve  roles  of  teacher  and  author  in  the  teaching  of  wriGng    

Children  as  

writers  

teacher  

text  

author  

IRA  2014