| Suitability |
Students
operating in Stage Two (middle primary) |
| Dates: (approx) |
- Introduction
from
- Rap
Point One
- Rap
Point Two
- Rap
Point
Three
- Rap
Wrap
Up
|
Author
Colin Thompson will be available for online contact during
the Book Rap.
Coordinator
Wendy
Chapman (Wollondilly Public School, Goulburn NSW)
It is
not necessary to join the online support course for teachers
to participate in the Book Rap. However, you can join the teachers'
support course if you wish.
Archives
of the teachers' discussion so far are available at:
Book
Rap support materials
English
K-6 outcomes
Participants
in the Sailing home Book Rap will have opportunities
to work towards achieving these English outcomes which
are taken directly from the Board of Studies document English
K-6 Syllabus (1998). Select those which are appropriate
to your class.
Stage
Two
Values
and Attitudes Outcomes (p.16)
- Enjoys
creating a range of spoken and written texts
- Enjoys
experiencing and responding to a
range of spoken and written texts
- Shows
confidence in using language
in a variety of contexts
- Chooses
to
reflect
on
and
share
experiences
of
texts.
| STRAND |
SUBSTRAND |
OUTCOME |
Indicators |
| Talking
and listening outcomes |
Learning
to talk and listen |
TS2.1
Communicates in informal and formal classroom activities in school... for
an increasing range of purposes on a variety of topics... |
- Describes
people, places and things in detail
- Gives
extended procedures e.g. directions
for [sending email]
- Offers
opinions about ...
stories read aloud
- Justifies
a
point
of
view
with
supporting
evidence
- Discusses
and
reflects
upon
a
variety
of
responses
and
views
- Challenges
a
point
of
view
with
supporting evidence
- Conducts
brief
interviews
with peers
and
adults to
obtain
information about
an
issue
- Participates
in
class discussions
on a
variety of
topics.
|
| |
|
TS2.2
Interacts effectively in groups and pairs, adopting a range of roles, uses
a variety of media and uses various listening strategies for different
situations |
- Responds
to different viewpoints in a discussion
- Plans
spoken descriptions, recounts
and information reports, identifying
the main ideas or information
to be presented.
|
| Reading
Outcomes |
Learning
to read |
RS2.5
Reads independently a wide variety of texts ... and justifies own interpretation
of ideas, information and events |
- Makes some
inferences about ideas implicit in a text
- Refers
to the author and illustrator
of a book ... commenting on
other texts produced by them
- Shows
empathy with characters
in literacy texts
- Uses
email
to
request
and
receive
information
- Obtains
information
from
selected
Internet
sites...
- Relates
a
story
of
a
picture
book, providing
some
supporting
detail
from
the text
- Identifies
elements
such
as main
characters,
setting and
events
in a
variety
of literacy
texts
- Finds
information
for specific
purposes in
factual texts
- Obtains
information
from databases
- Retells
and
discusses interpretation
of texts
read ...
with supporting
to main
ideas and
supporting details
in factual
texts
- Selects
print
and nonprint
material ...
from school
and community
libraries, Internet.
|
| |
|
RS2.6
Uses efficiently an integrated range of skills and strategies when reading
and interpreting written texts |
- Uses a
range of automatic monitoring and self-correcting
methods when reading...
Draws
on experience or knowledge
of the topic to work out the
meaning of an unknown word
- Uses
strategies to confirm
predictions and to
locate information
- Reads
texts
aloud,
using
appropriate
stress,
pause
and
intonation
- Uses
knowledge
of
alphabetical
order,
first
and
subsequent
letters
of
a
word
to locate
information
in
dictionaries
[atlases]
- Uses
the
table
of
contents,
menu
and index,
etc
to
find
information
- Makes
brief
notes
of information
relevant
to the
topic
from a
variety
of sources
- Locates
information
from sources
such as
books, Internet,
CD-Roms etc
- Makes
judgments
about the
appropriateness of
information.
|
| |
Learning
about reading |
RS2.7
Discusses how writers relate to their readers in different ways, how they
create a variety of worlds through language and how they use language
to achieve a wide range of purposes |
- Recognises
and describes the purpose of narrative ... and
information report
- Recognises
how different literacy texts
are organised according to
their purpose
- Identifies
in stories main elements
of structure such
as orientation, complication
and resolution
- Recognises
different
styles
of
favourite
authors
- Identifies
author's
intended
audience
- Talks
about
different
interpretations
of
written
and visual
texts
- Discusses
the
ways
different groups
of
people are
represented
in texts
- Makes
general
statements about
how visual
texts ...
illustrations enhance
or detract
from meaning
- Offers
an
opinion about
a story
or aspects
of it.
|
| Writing
Outcomes |
Learning
to write |
WS2.9
Drafts, revises, proofreads and publishes well-structured texts... |
- Uses other
texts as models for aspects of writing such as
text organisation, grouping of information under
headings
- Uses
computers to draft and edit
writing
- Contributes
to joint text construction
activities
- Writes
more
extended
description
of
each
feature
in
an
information
report
- Writes
information
reports
that
include
information
about
different
parts
of
things
and
their components
- Writes
simple
responses
to
short
stories...
- Writes
questions
and
sends them
by
email to
an
identified expert
on
a topic
of
interest
- Chooses
when
to write
subjectively or
objectively
- Selects
relevant
information to
use in
own writing
- Researches
specific
topics to
write about.
|
| |
|
WS2.10
Produces texts clearly, effectively and accurately, using the ... conventions
of the text type |
- All Grammar
and Punctuation indicators on page 39
- Spelling
indicators listed on page 41.
|
| |
|
WS2.12
... demonstrates basic desktop publishing skills on the computer |
- Locates
and uses spellcheck
- Changes
appearance of text according
to purpose
- Carries
out basic functions
e.g. drafts, edits,
saves text etc
- Edits
spelling
and
sentence
structure
- Sets
out
writing
in
a
form
suitable
for
purpose.
|
| |
Learning
about writing |
WS2.13
Discusses how own texts are adjusted to relate to different readers, how
they develop subject matter and how they serve a wider variety of
purposes |
- Identifies
audience of a text and adjusts writing accordingly
- Talks about
research as a way of building up a topic.
|
| |
Learning
about writing |
WS2.14
Discusses how own texts have been structured to achieve their purposes
... |
- Reviews
own writing for use of noun groups in building
information e.g. in an information report
- Conventions
as listed on page 47.
|
In addition,
the Sailing home Book Rap will provide opportunities
for students to engage in the following content as presented
in the Content Overview (Syllabus page 56
- 59)
Early
Stage Two
'Learning
to' Outcomes
- Listen
for enjoyment and information
- Listen
and respond to a range of texts
- Participate
confidently in partner,
small-group and whole class
discussion
- Use
book
handling
and
book
knowledge
skills
with
great
confidence
e.g.
use
table
of
contents
to
locate
information,
choose
factual
texts
to
find
information
- Use
computer
software
to
find
information
- Jointly
and
independently
construct
a
range
of text
types
e.g.
information
reports
- Write
for
a
chosen audience
- Use
computer
software to
produce texts
e./g. Word
processing [email]
- Provide
opportunities
for students
to compare
and discuss
subject matter
and charters
in texts
written by
the same
author
- Draw
students'
attention to
the ways
in which
different groups
of people
may be
stereotyped in
texts
- Make
explicit
how to
research information
from a
variety of
sources before
writing by
using proformas
with guide
questions or
headings
- Provide
assistance
to support
the editing,
proofreading and
publishing of
writing
Later
Stage Two
'Learning
to' outcomes
- Participate
in partner, group and class discussion on a variety of
less familiar topics, acting as reported to summarise
the main ideas
- Participate
and reflect appropriately as an audience
- Use
group discussion skills
- Justify
inferences
made
about
a
text
read
or
viewed
- Use
headings
to
locate
information
when
scanning
text
- Write
about
both
familiar
and
researched
topics
- Draw
students'
attention
to the
purpose
and organisation
of
factual and
literacy
texts being
read
in class
- Enable
students
to select
reading material
relating to
the purpose
and topic
e.g. an
information report
(on a
particular place
or experience]
- Point
out
the grammatical
features associated
with different
text types
... e.g.
noun groups
to build
up description
in information
reports.
In addition,
Rap Point 3 will engage students in the construction of
an information report or a factual description. The Scope
and Sequence of Factual Text Types chart (see page 71 Syllabus),
states for Stage Two:
- Students
give longer descriptions for a range of things... ...
Teacher and students jointly, then students independently
construct and read fuller factual descriptions. Focus
on including technical language in description.
- ...
Teacher and students jointly, then
students independently construct
oral and written information reports
that are more specialised e.g. information
is more technical ...
Human
Society and its Environment K-6 outcomes
Participants
in the Sailing home Book Rap
will have opportunities to work towards achieving these
HSIE outcomes which are taken directly from Syllabus:
Human society and its environment K-6. Board of Studies
NSW 1998
Teachers
in other states may find similar outcomes in their syllabus
documents.
Stage
2
| STRAND |
OUTCOME |
Indicators |
Environments
Outcomes |
ENS2.5
Describes
places in the local area and other parts of Australia
and explains their significance.
|
- Names and
locates natural... features in their local area
and evaluates their significance
- Uses
geographical terminology to
describe natural... features
in their local area
- Locates
and maps cities,
rivers and mountains
in New South Wales
and uses geographical
terminology such
as north, south,
east, west
- [gathers
information
about
Aboriginal
names
for
geographical
features]
|
| |
ENS2.6
Describes
people's interactions with environments and identifies
responsible ways of interacting with environments.
|
- [identifies
some organisations concerned with the care of features
and environments in the community]
- [gives
reasons why groups are associated
with a feature or site]
- [gives
reasons why a specified
feature...should
be cared for]
|
Brackets
[ ] indicate that there may be the opportunity for
working towards the achievement of this outcome depending
on participants' particular location and choices.
In addition
the Sailing home Book Rap will
provide opportunities for students to engage with the following
content, as presented in the Content Overview (Syllabus p.55
- Stage 2)
Students
in Stage Two will learn about:
- geographical
terminology, eg. north/south/east/west,
- significant
natural... features in the local
area, NSW and Australia and their
uses
- the
location of major cities,
rivers and mountains in
NSW and capital cities
in Australia
- local
and
other
Australian
communities
- management
and
care
of
features,
sites,
places
and
environments.
Depending
on local circumstances, students may have opportunity to
investigate:
- services
and contributions made by community organisations and
groups (e.g. flood assistance and local support structures)
This
Book Rap particularly supports the unit "Australia:
You're standing in it" Human society and its environment:
Units of work Board of Studies NSW 1998 p. 81
In this
unit students have the opportunities to:
- Investigate
and evaluate why particular natural... features in Australia
are significant...
- Locate
and map their local area with reference
to NSW, and Australia ...using maps
and globes.
Computer
Based Technology References
- Computer-based
technologies in the primary KLAs, NSW Department of Education
and Training (1997)
p12: Using computer based technologies for [organising]
information
eg. Stage Two 'Seek information from students in other locations
- Expressing
ideas and communicating
p14:
Respond to requests for local information
- Discriminating
in the choice of technologies
p18:
Choose among software packages on computer and non
computer methods to achieve a particular goal eg.
constructing rap maps, building databases, locating
information for other rappers, processing information
for given rap point, which tools will you use and
why?
p52:
Kids' database
p54:
Using Compute-a-graph to turn database information
into a graph
- Computer-based
technologies in the HSIE KLA, NSW Department of Education
and Training (1997)
p34: build and design a database of schools participating
in the Sailing home book rap. Possible fields might
include
- name
of school
- town
or city
- state
- class
or
group
- number
of
students
involved
Visit
list archives to locate further information or email
schools directly to locate information for different
fields.
Rap
maps
Find
examples of maps and tally sheets for
use with students to identify schools participating in
the Sailing home book rap. Use these to create your
own based on ideas from these examples.
Rap
Lingo
| Book
Rap |
|
An
online discussion about a book |
| Rap
Point |
|
A
topic, issue or event from the book to discuss |
| Rappers |
|
The
people involved in the Book Rap |
| Rap
Rep |
|
The
person typing the responses |
| Rap
Map |
|
A
map marking other Rappers' locations |
| Rap
Rules |
|
Guidelines
of a Book Rap discussion |
| Rap
Wrap Up |
|
Final
message about a Book Rap |
| Rap
Record |
|
Print
out of messages responded to |
| Rap
Reporters |
|
Relays
Rap news to others |
| Rap
Reflections |
|
Sheets
for Rappers to reflect on the experiences and skills
they have gained. |
Rap
reflection sheet
A sheet
for Rappers to reflect on the experiences and skills
they have gained.
|
