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Enhancing Kindergarten Science Writing through Collaboration and Scaffolding Strategies

Join us for the Fall MDSD Writing in Science event for Kindergarten teachers. Engage in meaningful discussions with teams from other buildings about current science lessons and share valuable resources and ideas. Our goals include exchanging tips for the Kinder science unit, understanding effective modeling and scaffolding in writing, and brainstorming strategies for teachers yet to teach specific lessons. Together, we will create a collection of hints, tips, and resources to ease the planning process for science lessons. Your contributions will be shared for all to access.

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Enhancing Kindergarten Science Writing through Collaboration and Scaffolding Strategies

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  1. Writing in Science Fall MDSD – Kindergarten Please sign in and then talk to teams from other buildings about what they’re currently doing in science. Share the resource/idea your team brought today.

  2. Goals for Science Today • Share ideas and resources with other building teams for Kinder science unit • Provide hints and tips for teachers that have yet to teach your current lesson • Understand the importance of modeling and scaffolding in science writing • Learn scaffolding strategies to use with students

  3. Sharing Time • Work together to brainstorm hints and tips to pass along to teachers who have not yet taught the same science lessons as you. Record them on chart paper. • All of the resources, hints, and tips will be collected and shared on Connect for teachers to access when planning science lessons. • If you have an electronic version to share, please email it to Angela Morrison.

  4. Writing in Science • Visual scaffolding is critical in helping students master scientific vocabulary and write like scientists. • A word bank allows students to access vocabulary they needduring writing time. • Display two word banks: one for specific terms for the unit and one for general science words and phrases to use in scientific writing.

  5. Science Terms Word Bank

  6. Word Bank Tips • Use pocket charts with word cards. • Introduce words as students need to know them, AFTER they have a concrete experience or investigation with the new term. • During science discussions, point to the words or remove them from the pocket chart to hold up as visual reminders for students. • Allow students to take words (on small cards) to their seats as neededduring writing time.

  7. Writing Scaffolds • Students need to see models of how to write like scientists. • Scaffolds for writing include phrases and sentences used during a shared-writing lesson. • Once you finish the shared-writing as a class, remove the modeled writing and replace it with a writing frame or sentence starter for students to use as they write independently. • The frame provides a structure for their writing. Students provide the content.

  8. Student Work

  9. Student Work

  10. Student Work

  11. Student Work

  12. Student Work

  13. Student Work

  14. Final Thoughts • Avoid using typed fill-in-the-blank writing frames. • Allow students to write in their notebooks, using the scaffolds posted in the room. • Student notebooks are valued because of the students’ scientific thinking and not because of the appearance of the entries.

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