Molly Geller

Learning Station: E-book and descriptive word sort

Reporting
Learning station 1 was comprised of the reading of the E-book and a brainstorming/categorizing activity done as a class. As my classroom did not use small group learning stations and the children were all working at similar levels, under the advice of my mentor teacher this was delivered as a whole class activity. This consisted of an introductory discussion, the reading of the E-book (including predictions and questioning) and a descriptive word sort.

Responding
The students were engaged all throughout this activity, from the opening discussion (children seemed to enjoy relating things back to their own lives) to the reading of the book (students were intrigued and were actively making predictions) and through to the word sort (students were challenged and eager to contribute). The book was appropriately levelled for the classroom. The discussion and word sort part of this activity also allowed for me to build rapport with the students whilst scaffolding their learning.

Relating
Learning Station 1 helped children learn to use evaluative language (ACELA1477) for a multitude of reasons. Carefully scaffolded learning begins with modelling, moves to questioning and discussion, and sets up he students for independent work in Learning station 2. Scaffolding children’s writing with an explicit and logical sequence of activities can help them become stronger independent writers (Literacy Secretariat, 2011).
Modelling is an essential part of the teaching process (Fellowes and Oakley, 2010). Modelling the correct use of language is an important inclusion in a learning station, and by multiple instances of modelling in the Station the teacher can be sure that the students know what is expected of them before they complete the task. The learning activity also incorporates focus questions into the structure of the lesson to stimulate students and assess understanding (Huffman, 1998). Literacy station 1 also allows for students to revise the purposes for which different texts are written (Fellowes and Oakley, 2010, p. 376) through the use of focus questions, where students are encouraged to suggest reasons for the authors choice of words, and explore how the words that were selected make the book more interesting to read.

Reasoning
The implementation of this literacy Station made it clear how well children respond to activities that are fun and interactive. My class was enraptured with the book and eager to contribute to our word sort. I was also reminded how important pacing is- to linger when children need more time to understand and need more examples, and to push forward when children desire a further challenge.

Reconstruction
Upon reflection of this learning station, I am pleased with the amount of enjoyment that the students took out of it and I can see that it had a positive effect on their engagement with the activity. The students were competent and confident enough to complete this as a class rather than in groups however they did miss out on more one-on-one time with the teacher that would have been available in a small group situation. If I were to do this activity again I would implement a Think-Pair-Share after reading the book to allow students to actively engage with the descriptive language in a more conversational way.