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Bloom’s and Gardner’s Writing Matrix for Years 3/4/5

Bloom’s and Gardner’s Writing Matrix for Years 3/4/5

Summary:

This writing matrix is directly linked to blooms taxonomy and Gardner’s multiple intelligences. It includes a wide range of writing activities for your lesson plans that cover multiple areas and year levels in the Australian Curriculum. The document is hyperlinked which allows students to digitally access resources and allowing teachers to digitally display resources. The hyperlinks include links to pictures, internet sites as well as extra information to remind students of particular concepts.

The matrix allows students to develop their critical thinking and creativity skills. It caters for learner diversity and individual differences/learning styles. Students can work on activities at their own pace or the teacher can set specific activities that need to be completed during writing/English time.

We want our students to be producing high quality work, experience success and develop a sense of pride. Thus we need to discourage students from rushing through all of the activities. They should be worked at slowly and gradually over several weeks. Point systems can be implemented to help with this. Assign a point value e.g. 20 points that must be achieved by the end of the week. Students will only be given 1 point for poorly completed work and at teacher discretion, they should complete it again. 5 points may be awarded for exceptional work etc…

Australian Curriculum Links:

Year 3

  • (ACELA1479)Understand that paragraphs are a key organizational feature of written texts
  • (ACELA1484)Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs
  • (ACELT1791)Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue
  • (ACELT1596)Draw connections between personal experiences and the worlds of texts, and share responses with others
  • (ACELY1679)Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting
  • (ACELY1682)Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose

Year 4

Lesson:

This writing matrix can easily be integrated to support any writing program. It can be utilised during creative writing time or alongside a normal writing lesson.  The activities can be adapted to suit the needs of your students. It is important to make sure that your students have been taught specific writing conventions before completing some of the activities. Teaching about homophones, how to write a letter, newspaper conventions etc… need to be done before the students complete the activities.

Discuss multiple intelligences with students. They are the ways in which we learn best and we all learn differently.

You can set specific activities for students to complete or you can allow them to choose freely.

Assessment:

Most of the activities will be recorded in students writing books. Have a set time each day for students to hand up their writing books and have them returned to them by the end of that day. This is crucial and allows students to know that their work is valued and you will give them feedback.

Resources:

Download the Matrix below (please note that you will have to change the hyperlinks in the matrix to point to where you save the hyperlink file):

Bloom’s and Gardner’s Writing Matrix (PDF)

Bloom’s and Gardner’s Writing Matrix.doc (WORD)

Writing Matrix Hyperlink File (WORD)

 

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Image references in Linked Page:

Paperclip: http://www.survivalworld.com/every%20day%20items/index.html

Watermelon: http://www.ufseeds.com/Growing-Square-Watermelons-Gard1.html

Leaf: http://fineartamerica.com/featured/fall-leaf-carlos-caetano.html

Ice-block: http://www.clker.com/clipart-3947.html

Playground: http://www.styleroom.se/album/26694

Beach: http://media-cache-ec0.pinimg.com/originals/24/36/29/243629cddb31e46848a393bedc165e54.jpg

Jellyfish: http://benchaplinhayun.tumblr.com/post/4774634117

Quotation marks poster: http://sandbergsmartyarties.blogspot.com.au/2012/09/quotation-anchor-chart.html

 

 

If you like this lesson, or have an idea to improve it, please consider sharing it on Twitter, Pinterest and Facebook or leave a comment below.

 

 

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About Kalinda Knight

One comment

  1. Of course, Gardner’s Multiple Intelligence hypothesis was a marketing strategy, and has failed to be proven in trials. This will, of course, be irrelevant to those who ‘feel’ it is true. There are some good studies that show that a lesson delivered in a ‘visual’ style to students, some classed as ‘verbal’, some as ‘kinaesthetic’, some as ‘spatial’ etc – all showed improvement in retention of information, with the ‘verbal’ showing a better outcome than if they just had the lesson in written/verbal form.
    It is important to differentiate between so-called ‘learning styles’ and ‘multiple intelligences’ with delivering a lesson using a range of strategies (for ALL children). It is not the children who need to be labelled and pigeon-holed, it is the style o lesson delivery that needs to use a range of methods, appropriate to the topic and audience.
    (I provided a full list of links to studies and trials to the Australian Curriculum board, who also mentioned multiple intelligences, ensuring they were aware of it’s discredited nature – discredited everywhere except in education! There is no empirical evidence to support this hypothesis, and Gardner himself refuses to perform any experiments to back up his claims with data…for obvious reasons.)
    We must not bow to fads or untested methodologies or even ‘intuition’ (of the ‘I just know it is right’ sort). Evidence-based knowledge for the teachers is paramount. Yes, it is hard to test some things when it comes to education, but here there are studies showing that Gardner is mistaken, and no data supporting the assertion. In any other endeavour, what would you do with this sort of information? What would you teach your students to do with such information – accept Gardners assertions or maintain healthy skepticism.
    Hope this is not too ‘haevy’ for this site – I actually love the lesson plans and resources available here – this is a hot topic for me, and I just want people to not accept prevailing ‘wisdom’…

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