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Yr 4 English content descriptor and scootle resource for A2

A student made video for a digital story task. She shows how many ways an iPad can be used in a secondary English class.

Research also suggests that educators help motivate students by using materials and implementing activities that students consider meaningful (Spratt, Humphreys, & Chan, 2002). As one of Pinkman's students wrote, "...once or twice a week I check my blog and then other students write comments for me, my motivation is up, usually teacher check my blog, so if I read teacher comments my teacher thought about me, my motivation up" (Pinkman, 2005, p. 20). Due to the popularity of computer and Internet technology and the growing interest in blogging, it was expected that our group of learners would also find the use of blogs in their English language study highly motivating.

The link above is a site which has a number of games for English and mathematics. The games are fun and interactive for all students. (they are even great for students in primary upper who are at a low level for English and mathematics.

A project from an English newspaper's online presence gathering contributions to the question "What has technology enabled you to do?" Not directly learning and teaching related, but interesting.  Perhaps as a project for students?

Some insights into some widely held beliefs about teaching English Grammar.

I found three articles useful in my quest for PCK-knowledge, not all specific to English learning, but mentioning aspects of literacy. In this blog post I briefly discuss them but you should read the original journal articles for yourself, they may come in handy for your 500 word rationale!

research into English Education

Victorian differentiation in English

Interesting facts, neatly organised and accessed. Could be useful for history, maths, English, arts and other subjects.

I found this interesting in regards to English PCK, though I will continue to look

Assignment 2 is all about constructing a unit plan. My next prac will be in a year 5/6 composite class and I thought it would be a good idea to focus on year 5 English and use the Learning Place to see where the students will be at so that I can focus on that area.

Units of work for English and cross curricular strands of Science, Geography and History, aligning with the Australian Curriculum V4.1.

How ICTs are changing English. A range of approaches and perspectives discussed. Including discussion of engagement.

ABC podcast about Barramundi farming.  Could be used in conjunction with English literacy learning, eg. kids listen, draw pictures, identify technical vocabulary, order events, identify parts of speech etc.

"Type Description Descriptive writing Not reflective. Description of events that occurred/report of literature. No attempt to provide reasons/justification for events. Descriptive reflection Reflective, not only a description of events but some attempt to provide reason/justification for events or actions but in a reportive or descriptive way. For example, "I chose this problem-solving activity because I believe that students should be active rather than passive learners". Recognition of alternate viewpoints in the research and literature which are reported. For example, Tyler (1949), because of the assumptions on which his approach rest suggests that the curriculum process should begin with objectives. Yinger (1979), on the other hand argues that the "task" is the starting point. Two forms: Reflection based generally on one perspective/factor as rationale. Reflection is based on the recognition of multiple factors and perspectives Dialogic reflection Demonstrates a "stepping back" from the events/actions leading to a different level of mulling about, discourse with self and exploring the experience, events, and actions using qualities of judgements and possible alternatives for explaining and hypothesising. Such reflection is analytics or/and integrative of factors and perspectives and may recognise inconsistencies in attempting to provide rationales and critique, for example. While I planned to use mainly written text materials I became aware very quickly that a number of students did not respond to these. Thinking about this now there may have been several reasons for this. A number of students, while reasonably proficient in English, even though they had been NESB learners, may still have lacked some confidence in handling the level of language in the text. Alternatively, a number of students may have been visual and tactile learners. In any case I found that I had to employ more concrete activities in my teaching. Critical reflection Demonstrates an aware

I have been following this teachers blog for the last week and a half as part of my PLN. Her most recent post, which contains a presentation she will be conducting includes a HUGE amount of apps for every imaginable topic- behaviour management, English, creativity etc etc

Sorry for my ignorance but how do you follow her blog? I am interested in the apps, good find.

English teacher linking research findings from Cognitive Science to his teaching practice.