STEAMing with Picture Books Workstation Handouts ... · Suggested Illustrated Picture Books...

STEAMing with Picture Books

Workstation Handouts

Elementary Cycle Three

English as a Second Language

Developed by the MEES ESL Programs Team

in collaboration with Quebec Reading Connection

MEES Working Document 2018

Information Sheet

STEAMing with Picture Books: Workstations

Differentiation to meet the needs of all students

Students can:

choose between reading books or listening to audio

recordings (process)

explore the provided texts of their choice (content)

use graphic organizers and templates to help

structure their ideas and take notes (process)

write their answers or record their discussions

using a recording device (process) explore additional interesting facts and online

games to further develop their competencies and

acquire new knowledge (content)

split their team in dyads and compare their work

after, if being four is difficult to manage (structure)

choose how to present their final product such as

multimedia presentation, letter, drawing and text,

3D model, podcast, etc. (product)

Evaluation Suggestions

Competency 1: At the workstations, teachers can gather traces of

students using theme-related vocabulary and

everyday expressions (e.g. agree/disagree, take

turns, maintain interaction, ask questions).

Competency 2: Workstation activities allow students to

demonstrate understanding of texts (e.g. Venn

diagram) and to select knowledge from texts in

order to deliver a final product individually (tree

house design, emergency kit).

Competency 3 (optional): Teachers can evaluate the email that each student

writes at workstation #3.

Procedure

Duration

Each workstation is designed to

last approximately 40 minutes.

Individual

Tally Sheet

Students are provided with a

tally sheet to keep track of their

work at each station.

Materials

The necessary materials for each

station should be prepared ahead

of time and kept in a designated

place (e.g. table, basket). A list

is provided on the back of this

sheet.

Rotation

Teachers can choose to keep

workstation baskets on different

tables and have students rotate

from one table to the next.

OR

Teachers can choose to keep

students working at a designated

table and rotate the

workstation baskets from one

team of students to the next.

Group

Formation

Students can be divided into

heterogeneous teams of four to

promote oral interaction and

allow students to help one

another as they carry out the

various workstations.

Prior

Knowledge

Since students will be asked to

work autonomously, it helps if

they are already familiar with

everyday expressions, strategies,

and cooperative skills.

Pedagogical Intention To present elementary ESL students with a series of seven autonomous workstations in which

they explore other school subjects through the use of illustrated picture books and Internet sites

in order to develop the three ESL competencies.


Materials

School Supplies Handouts to Print

Seven baskets (approx. 11” x 14”) Sticky notes (a different colour or shape

per team) Eight dry-erase markers A light bulb, a battery, alligator clamp

wires, a knife switch (+ backups) Four laminated sheets of graph paper A tablet with the Sky View App Four computers (or more) 4 sets of earphones (or more) Splitters (optional) Copybooks, pencils, erasers, rulers

The tally sheet (one per student)

The instruction sheets for each workstations

The song lyrics, interesting facts and definition (x4)

The scientific method chart (one per student)

The mystery word handout (x4) (http://espacepourlavie.ca/en/complementary- activities/mystery-word-8-12-years)

The moon handouts (one per student) (http://espacepourlavie.ca/en/complementary- activities/observe-moons-phases)

The C1, C2, C3 checklists (Appendix 1)

The everyday expressions (Appendix 2)

The writing process poster (Appendix 3)

The SOAP poster (Appendix 3)

Suggested Illustrated Picture Books (quebecreadingconnection.ca)

- In the Tree House - Two Bobbies -Blackout - Scaredy Squirrel -Power Up - 100 Inventions that Made History - Professor Astro Cat’s Frontiers of Space - The Glow in the Dark Book of Space - First Encyclopedia of Space

- Roberto: The Insect Architect

- Architecture According to Pigeons - Earth-Friendly Buildings, Bridges and More - Towering Homes - Adventure Homes - Look at That Building! A First Book of Structures - First Shapes in Buildings - Storybook Homes - Dreaming Up: A Celebration of Building - Home

Online Resources

Getprepared.gc.ca This Canadian government site was developed by Public Safety Canada to help keep Canadians safe in case of an emergency. The site’s goal is to encourage Canadians to know the risks in their community, make an emergency plan and get an emergency kit.

http://www.hydroquebec.com/learning/durable/jeux/jeu2.html This Hydro-Québec site presents a short interactive video on how electricity is produced, followed by an interactive quiz.

http://www.hydroquebec.com/games/network/flash.html The purpose of this interactive game is to build a power system which will carry electrical power from the generating station to your home.

http://www.hydroquebec.com/learning/jeux.html This Hydro-Québec site presents six games to learn about safe and healthy habits.

http://www.hydroquebec.com/games/unplugged/ In this interactive game, students must find objects to help save energy and fight the Energivorus

monster that has taken over the spirits of the people in the house.

Audio recording of the song Brother by Peter Katz and Royal Wood Audio recordings of the books Two Bobbies and Blackout that can be found on Internet (optional) Sky View App (or any other application that allows you to view the sky above your school)


http://espacepourlavie.ca/en/complementary-activities/mystery-word-8-12-yearshttp://espacepourlavie.ca/en/complementary-activities/mystery-word-8-12-yearshttp://espacepourlavie.ca/en/complementary-activities/mystery-word-8-12-yearshttp://espacepourlavie.ca/en/complementary-http://www.hydroquebec.com/learning/durable/jeux/jeu2.htmlhttp://www.hydroquebec.com/games/network/flash.htmlhttp://www.hydroquebec.com/learning/jeux.htmlhttp://www.hydroquebec.com/games/unplugged/

Name: Group:

My partners:

Tally Sheet In teams, you will carry out seven workstations to prepare for the final task:

designing a tree house preparing an emergency kit for a tree house

Activities Completion Notes Workstation

#1

□ Completed □ Incomplete

1. Predict: What do you think the emergencies will be in these two books? □ Drought □ Flood □ Fire □ Blackout □ Other

2. Verify Predictions: Were the emergencies you predicted for each book the ones that happened in the books?

□ Yes. What was the same? □ No. What was different?

Workstation #2


3. Name energy sources and their impact on the environment, plants and animals:

Workstation #3


4. Did you draw a floor plan using a scale for the measurements? □ Yes □ No, I will add one in my project.

5. Did you help each other? □ Yes □ Not really, next time I will help my partners more.

Workstation #4


6. Which books will you refer to when creating your tree house?

Workstation #5


7. Based on the brotherhood song and definition, who would you invite to your tree house?

Workstation #6


8. Did you complete the Scientific Method Chart? □ Yes □ No

Workstation #7


9. Write two things you learned at this workstation:


More ideas for…

My emergency kit:

My tree house:

Remember!

Neatly put away all materials after each workstation. Be sure to whisper when discussing!

My emergency kit:

My tree house:


Kits That Fit! Workstation #1

Materials

The story book: Two Bobbies The story book: Blackout (Kirby Larson) (John Rocco)

Internet site: Getprepared.gc.ca A computer and earphones

The story book: Scaredy Squirrel Checklists: I Interact Orally in English, I (Melanie Watt) Read Stories, I Listen to Texts (Appendix 1)

Your copybook, pencil and eraser Audio recordings of the suggested books (optional)

Everyday expressions

(Appendix 2) Tally Sheet

Activities and Strategies

1. Your Mission: To prepare an emergency kit!

2. Discuss:

(Refer to the everyday expressions (Appendix 2), if needed.)

a. What is an emergency? b. Name some emergencies. Use your dictionary, if needed. c. What would you do in one of these emergencies? d. How do you think you would you feel?

3. Look at the cover pages of Two Bobbies and Blackout.

a. Predict: What do you think the emergencies will be in these two books? □ Hurricane □ Flood □ Fire □ Blackout □ Ice storm □ Blizzard □ Windstorm □ Hailstorm

Word Bank

first aid kit matches whistle tools toiletries


4. Read the books or Listen to the audio recordings of Two Bobbies and Blackout.

5. Verify Predictions: Were the emergencies you predicted for each book the ones that happened in the books? Write your answer on your tally sheet.

6. Discuss:

a. Take the book Scaredy Squirrel from your basket. b. Turn to the page with the sticky note. c. Would Scaredy Squirrel’s emergency kit be helpful in the situation

presented in Two Bobbies? d. Would it be helpful in Blackout? e. Which of Scaredy Squirrel’s ideas would you keep? f. Which ideas would you change?

7. Go to: Getprepared.gc.ca

g. Click on “Get a kit”. h. Read the list OR watch the video. i. Discuss what to put in an emergency kit to help the characters in Two Bobbies

and Blackout based on the information you found on the Internet.

8. Compare:

j. Take your copybook. k. Draw a Venn diagram similar to this one. l. In section A, create an emergency kit

for the characters of Two Bobbies. m. In section C, create an emergency kit

for the characters of Blackout. n. In section B, write useful items

for the characters in both books.

9. Reflect: (Choose three questions)

o. Did we read the instructions? p. Did we look at the strategy posters and everyday expressions? q. Did we complete numbers 3 to 6 before going on the Internet site (#7)? r. Did we participate, using English only? s. Did we take notes? t. Do we better understand what an emergency kit is? u. What can we do better next time?

10. Put away all materials in the basket.

Don’t forget to complete your tally sheet!


Two Bobbies Blackout

http://www.bing.com/images/search?q=venn%2Bdiagram&view=detailv2&adlt=strict&id=8CBDB363ADCF38D78A85457CF28A4C317A294466&selectedIndex=7&ccid=o9MYq0A7&simid=608015315585076928&thid=OIP.Ma3d318ab403bd79a550c1d03d937bf42H0http://www.bing.com/images/search?q=venn%2Bdiagram&view=detailv2&adlt=strict&id=8CBDB363ADCF38D78A85457CF28A4C317A294466&selectedIndex=7&ccid=o9MYq0A7&simid=608015315585076928&thid=OIP.Ma3d318ab403bd79a550c1d03d937bf42H0

You’ve Got the Power! Workstation #2

Materials

Internet site #1: http://www.hydroquebec.com/learning/durable/jeux/jeu2.html

Internet site #2: http://www.hydroquebec.com/games/network/flash.html

Internet site #3: http://www.hydroquebec.com/games/unplugged/

Internet site #4: http://www.hydroquebec.com/learning/jeux.html

A computer or tablet

Your copybook, pencil and eraser

Everyday expressions (Appendix 2)

Checklists: I Interact Orally in English, I Read Stories, I Write Texts (Appendix 1)

Writing Process poster (Appendix 3)

SOAP poster (Appendix 4)

Tally Sheet


1. Your mission: To create a power system.

2. Discuss:


a. Have you ever visited a Hydro-Québec power plant? Tell us about it. b. What can produce electricity, besides water? c. What kind of power do you use at home? d. What kind of heating is used at school?


Word Bank

power plant: where electricity is generated

http://www.hydroquebec.com/learning/durable/jeux/jeu2.htmlhttp://www.hydroquebec.com/games/network/flash.htmlhttp://www.hydroquebec.com/games/unplugged/http://www.hydroquebec.com/learning/jeux.html

3. Go to: Internet site #1: http://www.hydroquebec.com/learning/durable/jeux/jeu2.html

Test your skills with a fun interactive quiz!

Internet site #2: http://www.hydroquebec.com/games/network/flash.html Create your own power system that will carry electricity from the generating station to your house!

Internet site #3: http://www.hydroquebec.com/games/unplugged/ Fight Energivorus the monster that has taken over the spirits of the people in the house!

Internet site #4: http://www.hydroquebec.com/learning/jeux.html Choose from six games to learn more about safe and healthy habits.

4. Write an email to your teacher explaining which type of electricity you think should be

developed more in the province of Québec (water, wind, natural gas, oil, nuclear).

a. Name the type of electricity you selected. b. Explain your choice (e.g. its impacts on the environment). c. Use the I Write Texts checklist/Writing Process and the SOAP posters to write

your email. d. Send it to your teacher. The best ones will be sent to the Prime Minister!

5. Reflect :

a. Did we read the instructions? b. Did we collaborate? c. What words did we learn? d. Did we use English only? e. What can we do better next time?




http://www.hydroquebec.com/learning/durable/jeux/jeu2.htmlhttp://www.hydroquebec.com/games/network/flash.htmlhttp://www.hydroquebec.com/games/unplugged/http://www.hydroquebec.com/learning/jeux.html

Draw Like an Architect Workstation #3

Materials

Laminated sheets of graph paper (one per student)

Dry-erase markers (one per student)

A ruler (one per student)


Checklists: I Interact Orally in English, I Read Stories (Appendix 1)

Tally Sheet


1. Your mission: To draw a floor plan of a tree house.

2. Discuss:


a. Who uses graph paper or floor plans? Think of occupations. b. Have you ever used graph paper to draw? c. For which project did you use graph paper? d. How did it help you?

3. Read:

a. Choose the dimensions you want your tree house to have. For example, you might want your tree house to be 4 metres long by 3 metres high.

b. Use a scale to reduce the dimensions of your tree house to fit the size of the graph paper. For example, you can decide that 1 metre = 10 squares on your sheet.


Word Bank

graph paper: floor plan:

height: length:

4. Draw the floor plan of your tree house using the graph paper provided in the folder.

5. Add furniture to your tree house. For example, to add a chair to your scale plan, you can

measure your classroom chair to discover how many squares to use on your sheet.

6. Snap shot! (Optional) Take a picture of your scale plan and post it on the class blog.

7. Reflect:

a. Did we read the instructions? b. Did we draw a floor plan using a scale for the measurements? c. Did we help each other? d. What words did we learn? e. What can we do better next time?

8. Put away:

a. Erase your plan with a tissue. b. Place all materials in the basket.



Reading Nook Workstation #4

Materials

Companion books such as: o Home o Storybook Homes o Towering Homes o First Shapes in Buildings o Architecture According to Pigeons o Dreaming Up: A Celebration of Building o Adventure Homes o Earth-Friendly Buildings Bridges and o Look at That Building!: A First Book of More

Structures o Roberto: The Insect Architect

Sticky notes



Checklists: I Interact Orally in English, I Read Stories (Appendix 1)

Tally Sheet


1. Your mission: To collect ideas to inspire your tree house design.

2. Discuss what type of information to look for (e.g. materials, architectural details). (Refer to the everyday expressions (Appendix 2), if needed.)

3. Browse through the books provided in your basket. When you see a

useful idea, put a coloured sticky note on that page for future reference.

4. Rotate the books from one partner to the other.


Word Bank

browse: look sticky note:

5. Sketch: When you have looked at all the books, you can start sketching plans in your copybook to see if these ideas would look good in your tree house.

6. Share your ideas with your partners.

7. Reflect:

a. Did we read the instructions? b. Did we look at several books? c. Did we take notes? d. Did we share our ideas? Yes, we did! No, let’s do it now. e. Did we speak English only? f. What words did we learn? g. What can we do better next time?

8. Put away all materials in the basket. *** You can leave the sticky notes in the books for future use. Remember the colour of your

team.



Brotherhood Workstation #5

Materials

Four laminated copies of the lyrics of the song Brother by Peter Katz and Royal Wood

Audio recording of the song Brother by Peter Katz and Royal Wood on a phone/tablet/computer

Earphones and splitters

Four dry-erase markers

The Brotherhood Definition handout


Checklists: I Interact Orally in English, I Read Stories, I Listen to Stories (Appendix 1)

Tally Sheet


1. Your mission: To make connections between songs,

stories and personal experiences.

2. Discuss: (Refer to the everyday expressions (Appendix 2), if needed.)

a. Do you have siblings? If you don’t have siblings, think of a cousin, friend or pet. b. Do you spend time together? When? c. Do you sometimes fight or disagree? Why? d. Do you protect each other? How? e. Share something you do with your sibling(s), cousin, friend or pet.

3. Take the lyrics of the song Brother. Read the Missing Lyrics section at the bottom.


Word Bank

siblings: brothers, sisters

pride: to be proud of who you are and what you do, to feel good about yourself.

upset: unhappy or angry

4. Listen to the song.

N.B. If you only have one audio recording, two students can start with questions 8 and 9.

5. Write the missing lyrics using the dry-erase marker. You can listen to the song as

many times as necessary.

6. Compare your answers with your partners and verify your answers

with the correction key (see your teacher). Erase your answers with a tissue.

7. Discuss the relationship between the two brothers in the song.


a. Are the two brothers the same age? Which clues from the lyrics helped you answer this question?

b. How do they feel about each other? Do they like or hate each other? c. Do you think they still live together? Which line did you refer to for your answer? d. What do the brothers in the song have in common with the brothers in the story In the Tree

House? Compare. e. How do the brothers in this song remind you of your family? f. Do the brothers in this song remind you of siblings from a movie, book or song? Explain.

*** Write your answers in your copybook or record your discussion using the recorder.

8. Interesting Facts!

Take a look at the extra information about Peter Katz on the back of the lyrics handout. You can visit his website to listen to more of his songs.

9. Read the Brotherhood Definition found in your basket together with your partners.

a. What connections can you make between this definition, the song and In the Tree House?

b. Do you think the term brotherhood is only for boys? c. What could be the equivalent for girls? d. Based on this definition, who can you call your brother or sister? Explain in your

copybook.

10. Reflect:

a. Did we read the instructions? b. Did we speak English at all times? c. Did we listen to each other? d. What can we do better next time?


Don’t forget to complete your tally sheet! MEES Working Document 2018

Song Lyrics Name: _________________________ Title: Brother Artists: Peter Katz and Royal Wood

I caught a vision of you Looking in the mirror A (1) I had seen Before me all these years I'd always wanted me to Follow where you walked To be the (2) of this brother I had watched

Well I know dear brother That the sand it falls away Hourglass Into the hourglass With every passing day We (3) our own roads But no matter what the cost I stand before you saying No, nothing was lost

We may have followed beating hearts and settled (4) Shelter We may have built a life away in another town But blood is thicker* than the water in the ground You are my brother with my brother I am found

I have that (5) where I'm cradled in your arms I'm still that boy now offering (6) from the storm Well I release you from your standing of the guard I push your boat away and know you will go far

We may have followed beating hearts and settled down cradled We may have built a life away in another town But blood is thicker than the (7) in the ground You are my (8) with my brother I am found

(9) or in motion that we keep Inside tucked away in lock and key Some things in this life were made to last Like brother when I see (10) , no time has passed

* (Blood is thicker than water: Family is important)

Missing Lyrics: d) at rest h) shelter a) you e) water i) down b) brother f) picture j) image c) photo g) chose

Interesting Facts!


Who is Peter Katz?

He is a Canadian singer-songwriter.

He was born on December 26, 1981. So he was a Christmas gift to his parents!

He was born in Montréal.

He is a Canadian musician. He plays the guitar and the piano.

He won “Best Male Vocalist” in 2014, at the Readers' Choice Awards.

He was nominated at the Juno Awards and at the Canadian Folk Music Awards.

You can discover more about the artist at: http://www.peterkatz.com/

https://en.wikipedia.org/wiki/Juno_Awardshttps://en.wikipedia.org/wiki/Canadian_Folk_Music_Awardshttp://www.peterkatz.com/

Brotherhood Definition

People use this word a lot, yet only a few understand its true meaning. Google cannot give you the

meaning or the definition because it’s not something that can be put into words.

Brotherhood is something that is felt in the heart, deep down in a place that nothing else can reach. It holds its place next to pride. They support each other, without one the other cannot survive.

You can take pride in your brother as well. You wonder why some people get upset when you call them brother when you first meet them or do not call you brother in return? It’s because you

have not earned that place yet.

“Brother” is not a catch all, it is a title of honour that is and should be used with prejudice. If you want to keep brotherhood

alive… understand the meaning, live by honour, surround yourself with people that have values you look for in a brother,

and the person you want as a brother.

- Anonymous

Correction Key Title: Brother Artists: Peter Katz and Royal Wood

I caught a vision of you Looking in the mirror A (1) picture I had seen Before me all these years I'd always wanted me to Follow where you walked To be the (2) image of this brother I had watched Hourglass

Well I know dear brother That the sand it falls away Into the hourglass With every passing day We (3) chose our own roads But no matter what the cost I stand before you saying No, nothing was lost

We may have followed beating hearts and settled (4) down Shelter We may have built a life away in another town But blood is thicker than the water * in the ground You are my brother with my brother I am found

I have that (5) photo where I'm cradled in your arms I'm still that boy now offering (6) shelter from the storm Well I release you from your standing of the guard I push your boat away and know you will go far

We may have followed beating hearts and settled down cradled We may have built a life away in another town But blood is thicker than the (7) water in the ground You are my (8) brother with my brother I am found

(9) At rest or in motion that we keep Inside tucked away in lock and key Some things in this life were made to last Like brother when I see (10) you, no time has passed

* (Blood is thicker than water: Family is important)

Missing Lyrics: d) at rest h) shelter a) you e) water i) down b) brother f) picture j) image c) photo g) chose

A Light Bulb Moment! Workstation #6

Materials

A light bulb, a battery, alligator clamp wires, a knife switch

Power Up! (Shaker N. Paleja)

100 Inventions that Made History (Tracey Turner) (pp.66-67)



Checklist: I Interact Orally in English (Appendix 1)

Tally Sheet


1. Your mission: To create an electric circuit and turn on a light bulb.

2. Discuss: (Refer to the everyday expressions (Appendix 2), if needed.)

a. Brainstorm objects that work with electricity. b. Scan the book Power Up. Which sources of electricity have you ever used? (e.g. Fossil fuels: coal, oil, natural gas; renewable energy: wind, solar, hydro, geothermal; nuclear)

3. Discuss: (Refer to the everyday expressions (Appendix 2), if necessary.)

a. Which items are in your basket? Name them. b. How can the materials be assembled to light the bulb?


Word Bank

wire: light bulb: alligator clamps:

4. Complete the Scientific Method Chart together (one sheet per student). *Tips! 1- A hypothesis predicts the answer to a question.

2- To write your hypothesis use “If”, “then”, “because”. Examples: If I put water in the freezer, then the water will turn to ice because the temperature is below zero in the freezer. If I go to bed late, then I will feel tired the next day because my body will lack sleep. If I don’t eat a good breakfast, then I will have trouble concentrating because I will be hungry.

“I have not failed. I’ve just found 10,000

5. Try it! ways that won’t work!” Does the light bulb work? Thomas Edison (inventor of the light bulb)

Yes! High five!

No. It’s okay! Try different connections until the light bulb lights up.

6. Write your results on your Scientific Method Chart.

7. Reflect:

a. Did we read the instructions? b. Did we all participate in the experiment? c. Did we complete the Scientific Method Chart? d. What did we learn about electricity? e. What can we do better next time?

8. Scientific facts!

Learn about the light bulb by reading pages 66 and 67 in the book 100 Inventions that Made History.




Name:

The Scientific Method Chart

Experiment: A Light Bulb Moment!

1- Question (task): How can I create an electrical circuit

to turn on a light?

3- Materials: _______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

2- Hypothesis (answer): If…__________________________________________________

Then…______________________________________________

Because…__________________________________________

4- Procedure (steps): Draw your circuit connections: _______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

5- Results (What worked? What did not work? Why so?): _______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

6- Conclusion (Answer question #1):

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

If your plan did not work, try again! Draw a new one on the back of this sheet.


Wish Upon a Star Workstation #7

Materials

Tablet with the Sky View App

Mystery Word activity sheet

The Moon in All its Phases activity sheets

First Encyclopedia of Space (Paul Dowswell)

Professor Astro Cat’s Frontiers of Space (Dominic Walliman)

The Glow in the Dark Book of Space (Nicholas Harris)



Checklist: I Interact Orally in English (Appendix 1)

Tally Sheet


1. Your mission: To name the constellations that are located above your school.

2. Discuss: (Refer to the Everyday expressions (Appendix 2), if needed.)

a. Have you ever looked at the stars through a telescope? b. When was that? Where were you? c. Do you know the names of any of the constellations? d. What else do you know about space? Scan the books for ideas.

3. Turn on the tablet. MEES Working Document 2018

Word Bank

constellation: star grouping telescope:

4. Open the Sky View App.

5. Point the tablet to the ceiling.

6. Observe the image of the sky. Discuss what you see?

Constellations? Planets? Anything else?

7. Draw the constellations and planets you located above your school in your copybook.

8. Identify the constellations and planets you drew in your copybook.

9. Reflect:

a. Did we read the instructions? b. Did we participate? c. What words did we learn? d. What can we do better next time?

10. Complete:

The Mystery Word activity sheet.

AND/OR

The Moon in All its Phases activity sheet.




APPENDIX 1

APPENDIX 1

CHECKLIST

To write texts

I Write Texts

1 . I prepare t o w r i t e.

• I think of the instructions.

• I take out the resources I need

(my books, my dictionary, my bank of expressions . . .)

• I look at the model.

• I write down ideas in English.

• I put them in order.

2 . I w r i t e a draft .

• I look at the model again.

• I follow the instructions.

• I use my ideas.

• I write short sentences in English. (Subject / V erb / Object)

• I use the vocabulary and expressions I know. • If I have a problem:

➤ I ask for help, I use my bank of words . . .

3 . I revise m y t ex t.

• Did I follow the instructions?

• Did I follow the model?

• Are my ideas original?

• I check the spelling, the word order and punctuation with

the resources I have.

• I ask a friend to revise my text.

• I correct my text.

4 . I w r i t e m y f inal t ex t.

• Is it OK?

• Is it neat?

• Is it easy to read?

APPENDIX 3


APPENDIX 4 MEES Working Document 2018

STEAMing with Picture Books Workstation Handouts ... · Suggested Illustrated Picture Books...

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