Writing Across the Curriculum - BCPTA · 2018-10-18 · Writing Modes Narrative ‣real or imagined...
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October 19, 2018 POPEY Provincial Outreach Program for the Early Years Writing Across the Curriculum www.popey.ca Session S2 12.15-1.45
Transcript of Writing Across the Curriculum - BCPTA · 2018-10-18 · Writing Modes Narrative ‣real or imagined...
October 19, 2018
POPEYProvincial Outreach Program for the Early Years
Writing Across the Curriculum
www.popey.ca
Session S2
12.15-1.45
What We’ll Learn Today…
POPEY co-planned this workshop's objectives in consultation with BCPTA’s Planning Committee
Strategies, resources and ideas for:
•cross-curricular writing experiences through mentor texts & various writing opportunities
Writing Across the Curriculum…
What Can It Look Like?
Writing Modes
✓Narrative ‣ real or imagined texts/stories
✦ to tell a story
Adapted from - The Writing Thief - Culham &
✓Informational ‣writing about topics students know or have researched
✦ to explain, describe or inform
WHAT we write
✓Persuasive ‣writing arguments to support claims or opinions
✦ to convince using logic or reason
BC Ministry of Education - ELA Curriculum
different purposes for writing
Writing Formats
List
Letter
Magazine
NewspaperLogo
Storyboard Journal
Comic StripRecipe
Picture book
SignPlay
Diary
Joke
Story
Graphic Organizer
Graph
Acrostic poemFree verse
Song or poem
Possible options to demonstrate/represent student learning:
Poster
Report
Using Mentor Texts to Model Great Writing
“Learning how to be a ‘writing thief’ and spot the texts that show students a particular writing skill in action is an effective instructional strategy
that supports deep reading, which in turn leads to deep writing.”
Mentor texts are any text that can be read with a writer’s eye.
Adapted from - The Writing Thief - Culham
Use a mentor text to weave in and model specific aspects of an author’s craft.
Reading Mentor Texts to Launch Writer's Workshop
From - Launching the Writing Workshop - Leograndis
➡Writers get ideas of what to write about from books.
➡Writers get ideas of what to write about from objects.
➡Writers think deeply to find the meaning of their writing.
Choose texts that allow you to demonstrate that...
➡Writers draw and sketch to find meaningful ideas to write about.
➡Writers write from the heart and in many different genres.
➡Writers use sensory detail to draw in the reader; focus on sound, touch, sight, smell.
Writers Call to Mind What They Want to Say
…they then put that onto the page
think about a topic they want to teach others make a mental image of that topic then work to capture that meaning on paper
When writers get ready to write teaching (informational) texts, they:
“Close your eyes and picture something you want to put onto your paper,
and then make drawings that tell your readers about it.”
Adapted from - Units of Study in Writing - Calkins & The Reading and Writing Project
Our Animal Neighbours
Cross-Curricular Big Ideas & Essential Questions
✓How can we connect with others through listening and speaking?
✓How do local animals depend on their environment? ✓How do animals use their features to respond to stimuli
in their environments? ✓How do animals adapt when their basic needs are not
being met?
Through listening and speaking, we connect with
others and share our
world. ELA
Living things have features
and behaviours
that help them survive in their environment.
Science
BC Curriculum
✓How do the different features of animals help them meet their basic needs?
✓What basic needs do plants and animals have in common? ✓What are you basic needs?
Plants and animals have observable behaviours.
Science
Buddy Book Walk
Informational Texts
Exposition (or informational texts) are used to explain, describe, give information or inform.
writing about topics students know or have researched
Adapted from - The Writing Thief - Culham
Information can be given in oral or written formats.
Talk the Talk
• think about the lingo you’re going to find in your books
Adapted from - Units of Study in Reading - Calkins & The Reading and Writing Project
What words might I run into?
• in partners & with your own non-fiction books:
• talk the talk of your topic
‣What are some keywords that we already know?
• read your book with your partner- notice when you read the lingo you
brainstormed!
✓with your writing partner - reflect on a animal you just read about
✓ write &/or draw about your animal - you’re the expert now!
✓with your partner, list out five important facts, statements, etc. about your animal ‣count out each fact on your fingers ‣talk the talk of your animal - use the lingo!
You’re the Expert
✓ use the lingo of your animal - label your pictures
__________________________________________
Habitat:
Appearance:
Predators/Prey:
Babies/Life Cycle:
By: ________________________________________
__________________________________________
Fact 1:
By: ________________________________________
Fact 2:
Fact 3: Fact 4:
__________________________________________
By: ________________________________________
Facts:
Produced By: _____________________________________________
Narrative Stories & Texts
Narrative texts, whether real or imagined, that teach us about human nature, motivation, and experience, and often reflect a personal journey
or strengthen a sense of identity. They may also be considered the embodiment of collective wisdom.
From - BC Ministry of Education - ELA Curriculum
real
imagined
Stories can be oral, written, or visual, and used to instruct, inspire, and entertain listeners and readers.
• begin to plan out ideas for your story with your table
Think about: ‣characters ‣setting ‣organization ‣plot ‣word choice - are you talking the talk of your animals?
• with your table - teach each other about the animal you just researched
• brainstorm ideas for a realistic fiction story - where all of your animals meet
Animal Tales
‣WHY are they in the same story? ‣WHAT are they doing together? ‣WOULD they GET ALONG? ‣WHAT problems would they encounter if all these animals were in the same story?
Plan Your Story
By: ________________________________________________________
_____________________________
By: ________________________________________________________
Our Animal Neighbours Unit Plan
www.popey.ca
Our Community
Cross-Curricular Big Ideas & Essential Questions
✓How can we connect with our communities through stories and texts?
✓What are the characteristics of our local community?
✓What are our roles and responsibilities for helping to build a strong community?
✓ How can we respect diversity and care for our environment?
✓What is the relationship between our community and our environment?
Our rights, roles, and responsibilities are important for
building strong communities.
BC Curriculum
Healthy communities
recognize and respect the diversity
of individuals and care for the local
environment.
Social Studies
Social Studies
ELA
Stories and texts connect us to ourselves, our
families, and our communities
Adapted from - We Are All Connected Series &
What is important to our: *classroom community
*school community *community at large
How does our school community depend on the local environment?
What are you curious about?
Where would you find more information?
BC Curriculum
Thinking While We Read
Buddy Book Walk
image from Strong Nations
Read-Aloud
• with your writing partner - talk about how Coast Salish families take care of Our Mother Earth
• with your partner, talk out ideas for how you already take care of Mother Earth in your communities
• talk out new ideas about how you can encourage others in your community to take care of Mother Earth ‣count out each idea on your fingers
What Can We Do?
• create a comic strip showing ways we can take care of Mother Earth - that you can share with others - to make a difference in your community
___________________________________________
By: _______________________________________________________________________________________________________________
Persuasive Texts
writing arguments to support claims or opinions - to explain, describe or inform
Argument writing is the core of critical thinking.
Adapted from - The Writing Thief - Culham
The writer’s purpose is to convince the reader by clearly stating opinions, personal experiences, anecdotes, data, and examples.
Buddy Book Walk
image from Capstone Publishing
Mentor Text Read-Aloud
✓reflect on some of the points made about squashing bugs in the book we read
✓oral discussion with your group: ‣ do you think we should squash bugs? ‣ why? ‣ why not? ‣ why are bugs important? ‣ why aren’t they important?
✓focus on your reasons for squashing or not squashing bugs - and explain/defend your point by writing a list of reasons
Separates the
formulating of
sentences from the
very difficult task of
writing sentences
Should We Squash Bugs?
Should We Squash Bugs?
By:_____________________________________
Our Community Unit Plan
www.popey.ca
“When you provide students with constant opportunities to write and when you actively and assertively teach into their best efforts,
their development as writers will astonish you…and the youngsters themselves.”
-Lucy Calkins
@POPEYBC popeybc
additional resources to support today’s learning are at the back of the eHandout
POPEYProvincial Outreach Program for the Early Years
Sasha Žekulin
www.popey.ca
pinterest.ca/popeybc
Lisa Thomas
Sources
BC Ministry of Education - English Language Arts Curriculum
How To Change the World - Kid President
more info links are available on our website
Info Linksunless otherwise noted, images from:
Educlips
Presenter Media
Storyblocks
more videos are available on our website
Videos
Books
The Writing Thief - Culham
Launching the Writing Workshop - Leograndis
Units of Study in Writing - Calkins & The Reading and Writing Project
Units of Study in Reading - Calkins & The Reading and Writing Project
Big Huge Labs
Epic Books
We Are All Connected Series
Toondoo Comic Strip Creator
Additional Information & Support
Writing Genres
Adventure
AutobiographyBiography
Drama
Fable
Fairy Tale
Fantasy
Folk Tale
Ghost story
Historical fiction
Humour
Information Piece
Legend
Memoir
Mystery
Poetry
Science Fiction
