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Mme G.C. -Work in Progress

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Photos I love to use

Powwow Composing Think Aloud


Once the sentences are easy to read for the students , fluency is essential . Now we move to the composing think aloud. I have attached a power point of the way in which  I like to present my own writing to students. I find the visuals along with clicking through the power point a very effective model. Once I have modeled, we do a class paragraph together.

Powowcomposing think aloud

step 2

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10 Steps of PWIM Step 2


By Lezlie Goudie-Cloutier

Step 1  Step 3 Step 4  Step 5  Step 6  Step 7  Step 8 Step 9  Step 10

step 2 AStep 2B

(based on the work of Emily Calhoun)

Inquiry Kits for integrating Science into the P.W.I.M


I am really excited about the Inquiry kits that the Curriculum Materials Center in my division has made to accompany some of our  P.W.I.M. cycles.

 The following grade one photo incorporates all the requirements for an engaging  P.W.I.M. photograph.

elephant photo

Classrooms can study elephants and eventually move the inquiry to other large grassland animals in other places, including the bison, thus taking students  to somewhere far away and then returning to something more familiar. This kit contains a variety of fiction and no-fiction books, as well as a DVD and two stuffed elephants-one African, one Asian.

Teachers can take a photograph with each student holding the elephant of their choice. This photo can be glued into a class notebook. Each day a child can have the elephant as a “buddy” and write about the elephant in the notebook. It could be creative writing about an adventure with the elephant or non-fiction writing with facts about elephants. The notebook can be kept in the classroom library. Use the kit to introduce compare and contrast writing between the two kinds of elephants which can then lead to compare contrast writing about bison vs cows. A culminating activity for this inquiry could be  painting photos of elephants to sell at a fundraiser to send to save elephants.

elephants elephant content

Another kit that has been added, which accompanies the grade two photo of the Ridley Turtle.This kit contains a variety of materials about turtles and tortoises. Studying the life cycles of the Ridley Turtle and why it is endangered covers many of the required  grade 2 Science outcomes in our province.

turtleturtle list

The following photos are of the grade one eel kit. Many teachers find this topic “gross” but really, what is more engaging to young children than something that is kind of gross and scary? This inquiry can lead to an understanding of needs and characteristics of living things,

eelseels

My personal favourite kit is the grade 2  sloth kit. The sloth photo depicts someone holding a sloth beside a destroyed forest. Sloths are fascinating (and gross) creatures to study. Tying the inquiry to the devastation of the rain forest and the impact on sloths makes it really interesting for all students. Connecting this inquiry to how humans and animals depend on each other is a good cross curricular science tie. Assess the interdependence of humans and animals in natural and constructed environments. Having students become active world citizens by writing letters to help save the rain forest is a powerful culminating activity for the inquiry.

IMG_0015 IMG_0013

PWIM Photograph Criteria and Selection Guide


What do good pictures have in common?

  • is the picture a real life photo with tangible objects?
  • curricular connections (weaving science, social studies, health, ELA…)
  • provide information that is linked to naturally developed language (words and phrases)
  • provide a common language experience from which to support meaningful growth in vocabulary, knowledge and content
  • provide a common focus from which to develop inquiry, critical thinking and research
  • move students to new experiences or more complex vocabulary (leads to wonder – further discussion and research)
  • lead to developing Global Citizens
  • content can be articulated by students (describable)
  • have at least 30 nouns (sufficient detail)
  • lead to further discussion, exploration and wonder
  • show relationships
  • cultural commonalities
  • action
  • people and/or animals
  • offer both familiar and non-familiar habitat and environment
  • does the picture in any way limit participation of a student through religion or culture?“A picture is worth a thousand words”Size and Quality*not photo shopped, not a collage or cartoon.Searching for Images on the web
  •  
  • To ensure pictures enlarge clearly they need to have dimensions that are close to 2000×2000 or close to 6MB.
  • input your topic
  • in the size box choose larger than 6MP. This will give you a photo with enough resolution to enlarge clearly
  • when you find the picture you like, open it and save it as a jpg (to a USB device or a CD)
  • check for copy right permission

Developing Photos

  • At Office, our graphics artist will print photos for $15. (including laminating) Erin is aware of the criteria for powerful, effective PWIM photographs. She will need your school budget number or you can pay for your own.
  • If you choose to go elsewhere:

Ask the salesperson to double check the picture quality before you have it printed.

Request a laminate finish on the picture (matte finish is less shiny)

French Immersion

  • Picture targets high-frequency, functional vocabulary for students
  • Emphasis on development of functional oral French language skills

photo

Children love to learn about animals and see other children with animals.


Flying With Eagles


This photo has a mandatory photo credit.

Louise Crandal  Banff Photo Center

Children Feeding Eels


This photograph was taken in New Zealand.

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