HEADLINES
YEAR GROUP: 5
TASK: After viewing ‘The Story of Rosy Dock’ which is about the issue of introduced species and the effect on the natural environment. The students were asked to summarise the main message of the story. The students were then asked : “If you were to write a headline for this issue right now that captured the most important aspect that should be remembered what would that headline be?”
THINKING ROUTINE: Headlines: Capturing Essence
COMMENT ON EVIDENCE OF THINKING:
This was the first time that the students had used the routine. As expected the majority of responses are literal, based solidly in the content of the story. Example: “People and their environment” or
A few students showed evidence of thinking about the content and linking it to prior knowledge of the topic
Example: “Just one plant can change everything”
Clever language (catchy headlines) were employed by some. Example : “Australia’s Red Carpet”
This final example shows evidence of deeper thinking as the student has linked the idea of the red carpet as a welcome mat. It raises the question of whether introduced species are welcome in Australia.
APPROPRIATENESS FOR YEAR GROUP:
The headline routine is deceptively simple. It
is appropriate for Year 4, 5 & 6 and beyond. It is difficult to use meaningfully in younger grades without students being familiar with the idea of summarising and avoiding literal interpretation. As with any routine the more they use this way of thinking the more adept they will become.
YEAR GROUP: 6
TASK: Students viewed an episode of ‘Behind The News’ a weekly news program broadcast on Australia's ABC TV aimed at school-aged children. They viewed a segment entitled ‘Changing Barbie, which was about the fact that the dolls will now come in different body types, hair styles and skin tones. Students were asked why its maker decided to change it after so many years? The students were asked to summarise the main message of the story. The students were then asked to write a headline for this issue that captured the readers attention and the most important aspect of this change - in their opinion.
THINKING ROUTINE: Headline (Example 1)
COMMENT ON EVIDENCE OF THINKING: This was the first time I had completed this routine with this class and from their responses I did not feel I explained the intention clearly. I felt many of the students took the literal content. This resulted in many of the students having similar headings which basically summarised the ‘Changing Barbie’ article.
APPROPRIATENESS FOR YEAR GROUP:
Whilst this appears to be a simple routine, it is most appropriate for year 4 and above. As this example with year 6 shows, the majority of students chose literal meaning and included direct information of the topic, thus rarely engaging the reader - which a ‘Headline’ should provide.
YEAR GROUP: 6
TASK: As part of their study of the novel City of Ember by Jeanne DuPrau students were asked to rename the title of a significant chapter of this novel.
COMMENT ON EVIDENCE OF THINKING: As with all routines if we engage in them often enough they become routine. They should be transferable across contexts - easy to use - easy to remember - easy to transfer. This most certainly was displayed in the second undertaking of the Headline routine. Students displayed a deeper understanding of inferential meaning, through use of their prior knowledge of the chapter.
APPROPRIATENESS FOR YEAR GROUP: This routine would be appropriate from Year 3 and would enable great differentiation and development of learning through the Upper grades. By Year 5 and 6, students would have considerable understanding of the most effective Headline ie: one which sums up and captures the essence of an event, idea, concept or topic.