content-area writing · Distance Learning · kindergarten · Reflections and Shifts As We Move Forward Blog Series · writing workshop

Cross-Content Connections: Reflections and Shifts As We Move Forward

Back in August, facing twenty-four remote kindergarteners, new families, teaching all subjects online–it felt like an unlikely win. I wasn’t really in it to win, but I am pretty competitive, so maybe I was in a race to outdo myself. In the process, I started to feel like I was undoing myself. Teaching all subjects online was hard, but I quickly realized teaching writing online to new learners would be harder than anything I had ever done. Being the lone remote kindergarten teacher in my building meant I had to do it on my own.

Constant planning, in the beginning, took hold, and eventually, I landed–I needed to cross content areas at every possible marker and create connections to writing as often as possible. Balancing this with independent choice writing has been an essential step to growing a love of crafting writing among the youngest learners.

I knew kindergarten students would need time to play with stories, time to talk and tell, and even more time drawing and elaborating through illustrations to bring details to life. Below, I have shared several student work examples and video mentors. These examples were born out of both intended high-level writing skills at the focus with a heaping spoonful of cross-curricular integration.

Cross-Content Connections to Geometry

When students were learning about shapes and their attributes we made many connections to the world around us. There are shapes everywhere! Students made shape poster stories.

Quintin tells a creative story of a castle where a giraffe lives. In his words, he spent “a solid two hours working on this.” The high-leverage writing skill was bringing details to life through drawings and storytelling. The cross-curricular content allowed students to create a shape poster incorporating a story and shape illustration. Since all illustrations have forms and shapes, this wasn’t difficult, but it encouraged connective thinking and crossed geometric understandings and storytelling lines.

Cross Content Connections to Plants and Living Things

After we returned from winter break I wanted to revisit small moment stories with a focus on “saying more.” I was also coming up on a short three-week Five Senses unit in science. I thought the two units would pair perfectly together. In this example, Lars is sharing a small moment story about a trip to Lowes. I love how his illustration is showing the sounds he has written about as added details.

Independent Cross-Content Connections

Here, Elyse was able to make an All About book. The previous units built her confidence to say more and lean into writing nonfiction before we even began our nonfiction writing units. Integrating across content areas more frequently this year with writing as my focus allowed students to venture into their own choice writing experimentation without waiting. This was a turning point. I realized teaching reading, math, science, social studies while incorporating writing as often as possible was starting to cross into students’ independent writing. Genres they had seen modeled, listened to, were now experimented with on their own–even when it was not during a writing lesson or a small group workshop time.

Cross-Content Connections in Creative Expression and Crafting

Currently, I’m nearing the end of a How To writing unit with my remote kindergarteners. As I made this shift to nonfiction procedural writing, I knew it would be important to travel back to storytelling and create some oral story mentors. It was also an opportunity to integrate some creativity and fine motor skill work.

In this example, I brought a group of students together to make playdough creations. We were going to make some oral mentor texts together for our How To writing unit.

In this video, I was getting ready to work on a math assessment with Skyler, but he had other plans. So, I hit record and we made another oral mentor text for the class. I also learned something new!

Through all the balancing of the highs and the lows this school year, the continuous place I find comfort is with my students. Through the screen, I have been able to see growth, awareness, learning, and love. Those are the gifts I’ll hold tight from this time, and the learning I’ve gained from all of it will be carried with me for a long time. 

Going back to kindergarten this year was a great reminder of where it all begins. It brought me back to the value of integrating learning experiences and how making these connections early, often, and with intention can dramatically impact how students take on learning and make it their own. I’m eager to carry forward this experience and continue integrating writing with more frequent cross-content connections. I saw the impact it had on these young learners’ independent writing within and outside of our workshop, blending connected opportunities that helped engage and sustain the learning.


  • This giveaway is for a copy of The Responsive Writing Teacher by Melanie Meehan and Kelsey Sorum. Many thanks to Corwin Literacy for donating a copy for one reader.
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7 thoughts on “Cross-Content Connections: Reflections and Shifts As We Move Forward

  1. I appreciate the reminder of ways to connect content into writing. I’m a strong believer that Kinder kids learn better when they are not taught skills and concepts in isolation. Providing writing times all throughout the day helps them to understand how writing is connected all through our lives and world. I would love to have more ideas shared of cross-content writing throughout the school year. Thank you for this!

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  2. Thank you so much for your post! You gave me a lot to think about and things I can help my Kdg. With these last few weeks! I would love to win a copy of the book give away! Thanks!

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  3. Betsy – You definitely found your stride in connecting content inside of writing purpose – while also teaching forms of narrative and procedural writing…whew!! Kindergarten teachers have such an important role in setting the stage for a loe of writing. If we want our youngest students to “say more,” we need to find ways to empower them so they want to say more. Thanks for sharing your students’ writing sample along with your journey. I think our K teachers will appreciate seeing those cross-curricular opportunities.

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  4. You and your kindergartners are an inspiration. I am just wondering if you have a full day program? Do you have any tips for those who are teaching a half day? Time is so limited and more and more keeps being added to the curriculum each year. Integrating writing throughout the day can be daunting.

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    1. Our in-person students are full day. I’m not really sure what to call my remote class. There are live meets across the day, but not with everyone all day long. I do two whole group meets (morning meeting and storytime) each day with several one-on-one and small groups during the days in between. Kids have assignments that are paper-pencil but also video lessons and recordings each day too. The lessons and independent work minutes are probably not the equivalent of a full-day program but it could be depending on how much time families are able to engage. I try to offer a lot of flexibility for different kids and the needs they bring. Crossing content areas helped me to give more attention to those little things in writing–like conventions, sentence structure, letter formation, and spelling, within more areas. That way, their own independent writing time, with choice, was freed up for exploration and experimentation. It really transferred in a way I wasn’t expecting where the exploration piece in independent writing, started to take on informational forms before I got to those genres in workshop. This gave me more time, in a way.

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