Informative Writer's Workshop Based On Fish

The central focus of this learning segment is to complete an informative writer’s workshop based on fish. The purpose for teaching this learning segment is to help children develop their literacy skills by producing a non-fiction text about fish, where they will draw from what they already know, and from primary and secondary sources. Additionally, they would use a variety of techniques to convey information, such as naming, defining, describing, or differentiating different parts. Moreover, the purpose of this learning segment is to scaffold upon the children’s current interests since they are talking and reading books about fish. I decided to continue in that direction and to teach them how to gather information from non-fiction texts so
They will share any information that they know about fish. This will be recorded in the “K’ section of the KWL chart. They will then list some questions that they have about fish, which will be recorded in the “W” section of the chart. This allows them to develop their language skills by not only activating their background knowledge, but also articulating their ideas in complete sentences, and having them ask questions and participate in discussions about the topic. Children will acquire vocabulary by determining the meaning of unknown words, as well as use them in a real-life context. They will be exposed to vocabulary words such as fins, gils, scales, tail, breathe, slime, and carryout an action that represents some of the vocabulary words such as swim, and breathe. Children will be exposed to the story for the first time. Children will discuss parts of a fish and their function, and how each part helps the fish survive. This along with discussion on food chains will help children to build interdisciplinary background joining science and non-fiction text. This is not only interdisciplinary but also multimodal, as children will be actively immersed in conversation. Afterwards they will be required to discuss the story and share something that they learnt from listening to the story. This will be inputted in ‘L’ section of the KWL
The classroom has a lot of natural light as well as iridescent lighting. The classroom is set up where children are sitting in groups of two tables holding up to 8 children. Children are encouraged to talk, and interact with each. Whole group instruction such as story time, or movement activity is done at the rug. The children’s work are displayed on the walls along with teacher-made work to create a print rich environment that is not over-stimulating to the children’s senses. The classroom has multiple centers such as library, writing, art, and dramatic-play which gives the children opportunities to do hands-on activities, which was a great motivation for them. The materials in each center are readily accessible to children, and 90% of them are duplicated, which makes it easier for them to complete their work, or play if they want to use the same