bcpta - session 1 - cross-curricular - ehandout...info links videos books the motivated brain -...
TRANSCRIPT
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October 25, 2019
POPEYProvincial Outreach Program for the Early Years
www.popey.ca
Infusing Literacy Across the Curriculum
@POPEYBC
10.30-12.00Session 1
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What Weāll Focus on this Morningā¦
POPEY co-planned this workshop's objectives in consultation with BCPTAās Planning Committee
Strategies, resources and ideas for:
ā¢exploring cross-curricular themes ā£build competencies ā active engagement & deeper learning
ā¦using a a variety of texts to launch reading & writing activities
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Starting With Strengths
& interestsā¦
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Discovering Studentsā Strengths and Interests
Adapted from - The Motivated Brain - Gregory & Kaufeldt
our learning profile is as unique as our thumbprint
image from here
This will help students to learn
ā unlike a thumbprint, our learning profile will evolve and change over time
āengaging āhave variety ā involve the 4 learning modalities:
ā¦ to reach multiple learning styles, plan learning experiences that are:
Auditory Tactile Kinesthetic Visual
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Children are strong, capable in their uniqueness, and full of potential
BC Early Learning Framework
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Being a Seeing Teacher
Adapted from - Yardsticks - Child and Adolescent Development Ages 4-14 - Wood & Tools for a Successful School Year - Silver, Perini & Boutz
observing what students do, say, & how they are learning: ā£this is the best formative assessment of all
knowing students personallyā£taking the time to truly see each individual
knowing their personalities, passions, anxieties, learning preferences, dreamsā¦ ā£will help you make sense of how they are navigating school & life
āTo teach a student well, a teacher must know that
student wellā-Tomlinson & Imbeau
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Brain Compatible ActivitiesEngaging all four of the learning modalities:
Adapted from - Formative Assessment in a Brain-Compatible Classroom - Tate
brainstorming & discussion
humour
figurative language metaphors, similesā¦
mnemonic devices
cooperative groups
āyouāre the expertā kids teaching each other
storytelling
Auditory
drawing & artwork field trips games mnemonic devices graphic organizers word webs manipulatives hands-on activities experiments, buildingā¦
project/inquiry based learning technology writing activities
Tactile
graphic organizers
word webs
word clouds
figurative language metaphors, similesā¦
mnemonic devices
project/inquiry based learning
technology
visualization
visuals
Visual
drawing & artwork
field trips
games
movement body breaks, yoga brain gymā¦
role-play
dramatic play
work work play
Kinesthetic
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ā¢Which of the 4 learning modalities do you prefer as a learner?
ā¢Which of the 4 learning modalities do you use with your students the most?
Reflect, Turn & Talk
Auditory Tactile Kinesthetic Visual
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Connecting Across the Curriculumā¦
What Can It Look Like?
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Why Cross-Curricular Integration?
ā£ they can work in their natural language & learning environment - one of which is play
ā£ experiences are open-ended
ā£ they can do work that is real to them - authentic to their lives
Adapted from - Purposeful Play - Mraz, Porcelli & Tyler &
Kids learn best when:
continued...
ā£ they know itās okay to take risks
ā£ they have ownership over their learning
ā£ they have opportunities to develop their creativity
What Does It Take for a Project to be āAuthenticā - PBL Works
Benefits of Play & Project-Based Learning
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ā£ they experiment with newly developed ideas, share insights and learning with friends
ā£ they have opportunities to access content in various forms & with higher levels of thinking
ā¦continued
ā£ learning connects to their passions, hearts and imaginations
ā£ when they can move - another mode of learning & expression
ā£ they can develop deep content knowledge as well as critical thinking, collaboration, creativity, & communication skills
Adapted from - Purposeful Play - Mraz, Porcelli & Tyler & What is Project Based Learning?- PBL Works
Kids learn best when:
Why Cross-Curricular Integration?Benefits of Play & Project-Based Learning
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Play & Exploration Ofā¦Shapes
Driving Question
How can we show and teach other people that there are shapes all around us?
Adapted from - PBL Works - Shape Museum Project
Potential Culminating Product/Presentation/Work
ā¢teams work together to create a museum exhibit on a particular shape
ā¢ use photographs, art & other artistic works to educate museum visitors on the attributes of their shape & where the shape might be encountered in the real world
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POPEY K-3 ELA Planning Cards
big ideas understand
How Are Shapes All Around Us?
Curiosity and wonder lead us to new discoveries about ourselves and the world
around us.
ELA
Objects & shapes have attributes
that can be described,
measured & compared
Math
& BC Curriculum
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Mentor Text Read Aloud
image from amazon.ca
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puzzle & exchange ideas: with your group
Shapes Museum Project
Adapted from - PBL Works - Shape Museum Project
ā What shapes do you see? ā¹ at your table ā¹ on the walls ā¹ around the room
think & notice: on your own:
ā What do know about your shape? ā¹ how would you describe your shape? ā¹ how would you compare it to other shapes? ā¹ where have you seen that shape in the real world?
āeach group will focus on one shape
divide into 2 groups at your table
what you saw around the roomnotice & discuss -
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Adapted from - PBL Works - Shape Museum Project
explore & create: with your group
ā¦take at least one device with a camera ā¢ explore around the room (& maybe outside) to find your shape in the real world
ā How will we teach others about our shape? ā¹ what attributes does it have? ā¹ how is our shape the same as other shapes? ā¹ how is our shape different from other shapes?
ā¦as you explore & create images, discuss:
Shapes Museum Project
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Adapted from - PBL Works - Shape Museum Project
teach & share: your group will teach the other group at your table
ā¦open your Shape Museum!
ā How is your shape all around us? ā¹ share your photos & teach about your shape
āwork as a team - take turns sharing & connecting with your audience
Shapes Museum Project
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POPEY BC Curriculum docs
curricular competencies
do
How Are Shapes All Around Us?
ELA
ā¢Exchange ideas and perspectives to build shared understanding
ā£Reasoning & analyzing
Math
ā¢Use reasoning to explore and make connections
ā¢Use technology to explore mathematics
ā£Understanding & solving
ā¢Develop, demonstrate, & apply mathematical understanding through play, inquiry, & problem solving
Math
ā¢Visualize to explore mathematical concepts
ā£Communicating & representing
ā¢Communicate mathematical thinking in many ways
Math
ā¢Use mathematical vocabulary & language to contribute to mathematical discussions
ā¢Represent mathematical ideas in concrete, pictorial, & symbolic forms
ā£Connecting & reflecting
ā¢Reflect on mathematical thinking
Math
ā¢Connect mathematical concepts to each other & to other areas & personal interests
(writing, speaking, representing)ā£Create & communicate
& BC Curriculum
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Play & Exploration Ofā¦Feelings
Driving Question
How can we use light & sound to communicate different kinds of feelings without words?
Adapted from - PBL Works - Boom Boom Flash!
Potential Culminating Product/Presentation/Work
ā¢teams work together focusing on one emotion ā¢ use knowledge of feelings, colour & sound to create art pieces or performances
Happy ā£ different colours that āfeel' happy - using lights, filters, photos, drawings, collages,ā¦ ā£ show āhappyā through performance - puppets, dramatic play, video creation ā£ create āhappy' sounds - create sound scape using instruments, voices, noise creation appsā¦.
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big ideas understand
How Can We Communicate About Feelings?
Through listening & speaking, we connect with
others & share our world.
ELA
Light & sound can be produced & their properties
can be changed.
Science
grade 1
POPEY K-3 ELA Planning Cards & BC Curriculum
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Feelings Flashcards
& Feelings Flashcards & GamesExploring Emotions & Feelings game
What makes you feel that emotion?
Why?
Adapted from: & Emotions & Feelings Social Emotional Learning Unit
Can you think of the OPPOSITE of that emotion? ā£ flip over the card to see if you
guessed right
What do you do when you feel that emotion?
ā£ Does your group have other suggestions for what to do?
ā£ When I feel___________I can____________.
Act out that emotion ā£ your group can act it out with you,
if you donāt want to do it alone
Talk about a time that you felt that emotion - what happened?
DONāT show your card to your group - make a face to show that emotion
ā£ can your group guess the emotion on the card?
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POPEY BC Curriculum docs
curricular competencies
do
ELA
ā¢Use sources of information and prior knowledge to make meaning
(reading, listening & viewing)ā£Comprehend & connect
How Can We Communicate About Feelings?
ELA
ā¢Exchange ideas and perspectives to build shared understanding
(writing, speaking, representing)ā£Create & communicate
:personal stories and experiences
ELA
ā¢Use developmentally appropriate reading, listening, and viewing strategies to make meaning
(reading, listening & viewing)ā£Comprehend & connect
:making connections, making simple inferences, engaging in conversation with peers, showing respect for the contribution of others
ELA
ā¢Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community
(reading, listening & viewing)ā£Comprehend & connect
:connecting to personal knowledge & experiences, using active listening
:taking turns in offering ideas related to the topic at hand, engaging in conversation with peers and adults, and showing respect for the contribution of others
competency
be
& BC Curriculum
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Play & Exploration Ofā¦Making a Difference
Driving Question
How can we take action to make a change in our community?
Adapted from - PBL Works - Make a Difference
Potential Culminating Product/Presentation/Work
ā¢class works together to design a shared community project ā¢ use knowledge of strengths & areas for growth in the community
ā£project goal is to address a need in the community
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big ideas understand
How Can We Take Action To Make a Change in Our Community?
Rights, roles, and responsibilities shape
our identity and help us build healthy
relationships with others.
Social Studies
kindergarten
Curiosity and wonder lead us to
new discoveries about ourselves and the world
around us.
ELA
We shape the local environment, and the
local environment shapes who we are
and how we live.
Social Studies
grade 1
Local actions have global consequences, and
global actions have local consequences.
Social Studies
grade 2
Indigenous societies throughout the world
value the land.
Social Studies
grade 3
POPEY K-3 ELA Planning Cards & BC Curriculum
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Buddy Book Walk
thinking about our thinking
Adapted from - We Are All Connected Series &
What is something you could do to help your community?
metacognition
BC Curriculum
Think Aloud
What part of our earth would you like to help? (air, water, land, classroomā¦)
What is important to our community/territory/land?
Who could you talk to to get more ideas about how to help?
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Buddy Book Walk
image from www.amazon.ca
Read-Aloud
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Adapted from Surrey Schools & Lyndsay James
The Ripple Effect
think: on your own:
ā¦think of a small act of kindness that you could do: in your classroom, at home, in your communityā¦
pair & share:ā¦talk through your ideas with your elbow partner
decide which act of kindness youād both like to explore
create & explore:ā¦write about the ripple effect of your act of kindness
sequence of events
& PBL Works - Make a Difference
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By:______________________
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By:______________________
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By:______________________
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By:______________________
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POPEY BC Curriculum docs
curricular competencies
do
ELA
ā¢Use sources of information and prior knowledge to make meaning
(reading, listening & viewing)ā£Comprehend & connect
ELA
ā¢Exchange ideas and perspectives to build shared understanding
(writing, speaking, representing)ā£Create & communicate
:personal stories and experiences
ELA
ā¢Use developmentally appropriate reading, listening, and viewing strategies to make meaning
(reading, listening & viewing)ā£Comprehend & connect
:making connections, making simple inferences, engaging in conversation with peers, showing respect for the contribution of others
ELA
ā¢Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community
(reading, listening & viewing)ā£Comprehend & connect
:connecting to personal knowledge & experiences, using active listening
:taking turns in offering ideas related to the topic at hand, engaging in conversation with peers and adults, and showing respect for the contribution of others
How Can We Take Action To Make a Change in Our Community?
competency
be
& BC Curriculum
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āadditional resources to support todayās learning are at the back of the eHandout
www.popey.ca
@POPEYBC popeybc pinterest.ca/popeybc
Lisa [email protected]
Provincial Outreach Program for the Early YearsPOPEY
Sasha Žekulin
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Sources
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unless otherwise noted, images from:
Educlips
Presenter Media
Storyblocks
Info Links
Videos
Books
The Motivated Brain - Gregory & Kaufeldt
BC Early Learning Framework
Yardsticks - Child and Adolescent Development Ages 4-14 - Wood
Formative Assessment in a Brain-Compatible Classroom - Tate
Purposeful Play - Mraz, Porcelli & Tyler
What Does It Take for a Project to be āAuthenticā - PBL Works
Shape Museum Project - PBL Works
What is Project Based Learning?- PBL Works
British Columbia - Curriculum
PBL Works - Boom Boom Flash!
Make a Difference Project - PBL Works
We Are All Connected Series
What Matters Project - Surrey Schools & Lyndsay James
What a Wonderful World - Playing for Change
Tools for a Successful School Year - Silver, Perini & Boutz
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Additional Information & Support
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Brain-Based Literacy Activities
ā£ read to stuffed animals ā£ act out the story ā£ read around the room ā£ read a story using character voices
ā£ partner reading ā£ be a detective ā£ retell a story- favourite parts
ā£ retell a book - written ā£ book review (video, podcast, writingā¦)
ā£ group discussions (literacy circles, literacy centres, book clubsā¦.)
ā£ silly sentences ā£ write an ABC book ā£ write a āhow-toā book ā£ show your story ā£ you're the expert ā£ snail mail ā£ re-writing a story-act it out
ā£ write a screenplay ā£ be a writing thief! (using books as inspirationā¦)
ā£ tech writing (using tech/apps to createā¦)
ā£ letter sort ā£ letter dance ā£ make letters ā£ tactile letters ā£ guess the letter ā£ alphabet art ā£ alphabet hopscotch ā£ name detective ā£ making words ā£ sorting words ā£ word hunts ā£ word games ā£ illustrating words ā£ be a mind reader
ā£ theatrical retelling a book ā£ use puppets to retell a book
ā£ use props to retell a book ā£ adapt a book - make a movie
ā£ reading a reader's theatre script
ā£ performing reader's theatre
ā£ write a play & perform it ā£ creating ads for performances
ā£ critical thinking questions ā£ āwould you ratherā questions
ā£ examining pictures/illustrations & discussing
ā£ free play
POPEY K-3 Literacy Centres
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curricular competencies
do
ā£Applied Design - Making
Applied Design Skills & Technology
ā¢Choose tools & materials
ā£Exploring & Creating
ā¢Create artistic works collaboratively & as an individual, using ideas inspired by imagination, inquiry, experimentation, & purposeful play
Arts
How Are Shapes All Around Us?
ā£Applied Design - Sharing
ā¢Demonstrate their product, tell the story of designing & making their product, & explain how their product contributes to the individual, family, community &/or environment
ā£Applied Skills
ā¢Use materials, tools, & technologies in a safe manner in both physical & digital environment
ā¢Develop their skills & add new ones through play & collaborative work
ā£Reasoning & Reflecting
ā¢Develop processes, technical skills in a variety of art forms to nurture motivation, development, & imagination
ā£Communicating & documenting
ā¢Interpret symbols and how they can be used to express meaning through the arts
ā¢Express feelings, ideas, stories, observations & experiences through the arts
ā slight variations K-3
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Play & Exploration Ofā¦
POPEY K-3 ELA Planning Cards
content
know
oral language strategies
ā¢ focusing on the speaker ā¢asking questions to clarify ā¢ listening for specifics ā¢staying on topic ā¢ taking turns
How Are Shapes All Around Us?
ā¦Strategies & Processes
ELAā¦Geometry & measurement
Math
ā¢single attributes of 2D shapes & 3D objects
Kindergarten
ā¢comparison of 2D shapes & 3D objects
Grade 1
ā¢multiple attributes of 2D shapes & 3D objects
Grade 2
ā¢construction of 3D objectsGrade 3