Writing
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The teachers aimed to raise achievement levels for reluctant writers below grade level through integrating technology into writing lessons. They targeted 4 boys and 1 girl in years 5 and 6. Lessons involved: - Explicit planning for struggling students - Using blogs for students to share writing - Comparing baseline and mid-year writing samples - Reflecting on the process in teacher blogs While most students made progress, the assessments showed the students had consolidated initial skills but needed more support to reach grade-level expectations. Using technology appeared motivating but gains did not fully transfer to independent writing.
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Writing
1. A group of teachers aimed to improve the writing skills of reluctant writers below grade level through using technology tools like blogs, Flip cameras, and interactive whiteboards.
2. They targeted 4 boys and 1 girl in years 5 and 6 and assessed their writing skills at the start and end using the Astle writing assessment tool.
3. While most students made progress in areas like content, structure, and confidence, proofreading skills did not notably improve and students struggled to transfer skills back to paper. Additional support is still needed to reach grade-level expectations.
Complete resource catalog
This document provides a catalog of resources for teaching English language learners, including articles, blogs, books, videos, and websites. It summarizes strategies and resources covering topics such as equitable classroom practices, vocabulary games, getting to know English learners, language objectives, supporting English learners, improving writing skills, developing oral language skills, and theories of second language acquisition. The catalog includes annotations for each resource summarizing its focus and how it can support teaching English learners.
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Beyond Textbooks: Proficiency-Based K–12 Chinese Program and Strategies for D...Phoenix Tree Publishing Inc
An interactive session that aims to present practical ideas for building a K–12 proficiency-based program that focuses on developing students’ authentic oral communication and foundational literacy skills. Differentiation and personalized learning are the keys to a successful program, hence this presentation will include strategies for both. Focus points: proficiency — how to identify students’ levels and set learning goals; differentiated instruction — how to meet individual student needs, including learning styles, IT, personal interests, etc.; metacognition — how to raise the level of awareness of students’ self-assessment and provide strategies to move to a higher level of proficiency; resources — how to ensure rich and authentic content and materials; K–12 program articulation — how to align a program across all grade levels without following a set of textbooks — yes, it really is possible! Presenters will share the Singapore American School model, classroom practices, and examples along with Q&A and discussion. Facilitated by Susan Zhang and Sally Lean of the Singapore American School.
Speaker:
Sally Lean: Sally Lean (林莎莉) began a love of learning Chinese in middle school and further developed that through undertaking a Bachelor of Chinese Studies at the Australian National University. She has taught Chinese for over 15 years and managed Chinese programs for several well-known international schools and for several years worked as a co-founder, co-organizer and presenter of the ACAMIS (Association of China & Mongolia International Schools) Annual Summer Conference for teachers of Chinese language and culture. Apart from teaching Chinese, Sally was also head-hunted to create a teacher training project for the Chaoyang District Education Committee in Beijing, training local English teachers in current interactive and communicative teaching methodology.
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This document contains a rubric for assessing students on an "Apps and Games" project for secondary English. The rubric evaluates students on creativity, text structure, grammar/vocabulary, pronunciation/fluency, participation, learning diary, and Weebly site. For each category, it provides descriptors for excellent (4 points), good (3 points), regular (2 points), and needs improvement (1 point). The rubric will be used to evaluate how original students' work is, how well written texts and oral presentations are structured, the grammatical accuracy and vocabulary used, and how completely students document their work.
Painless grammar/Adviser Institute 2015
This document discusses approaches for teaching grammar to students. It recommends a two-pronged approach: 1) Teach grammar systematically by explaining the sentence structure and parts of speech. 2) Integrate grammar lessons with writing by having students identify errors in their own work and providing explanations. Some engaging techniques include using food to demonstrate punctuation marks, dressing up as punctuation, and celebrating grammar-related holidays. The goal is for students to learn grammar as a coherent system and apply it to improve their writing.
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The document summarizes an interview with a 17-year-old Chinese male student about his literacy challenges and skills. He has difficulties with reading speed, understanding writing tasks, and organizing articles. He enjoys reading news and chatting with friends online but struggles with academic texts and subjects. He needs to improve vocabulary, understanding complex sentences and text structure, and discipline-specific writing skills and concepts. The interview discusses strategies to help him overcome challenges and literacy tools he enjoys using.
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1. Place Middle School 7th grade students are failing to meet state writing standards and had low test scores, with only 26% scoring proficient on the state writing assessment.
2. A needs analysis found gaps in students' organizational skills, grammar abilities, and test scores, which the recommended solution of teaching the six traits of writing model aims to address.
3. Multiple factors contribute to the issue, including inconsistencies in teaching staff, student mobility, and a lack of support both at home and in curriculum that meets students' needs. The recommendation is to design a new curriculum focused on the six traits of writing to improve achievement.
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1. A group of teachers aimed to improve the writing skills of reluctant writers below grade level through using technology tools like blogs, Flip cameras, and interactive whiteboards.
2. They targeted 4 boys and 1 girl in years 5 and 6 and assessed their writing skills at the start and end using the Astle writing assessment tool.
3. While most students made progress in areas like content, structure, and confidence, proofreading skills did not notably improve and students struggled to transfer skills back to paper. Additional support is still needed to reach grade-level expectations.
Complete resource catalog
This document provides a catalog of resources for teaching English language learners, including articles, blogs, books, videos, and websites. It summarizes strategies and resources covering topics such as equitable classroom practices, vocabulary games, getting to know English learners, language objectives, supporting English learners, improving writing skills, developing oral language skills, and theories of second language acquisition. The catalog includes annotations for each resource summarizing its focus and how it can support teaching English learners.
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An interactive session that aims to present practical ideas for building a K–12 proficiency-based program that focuses on developing students’ authentic oral communication and foundational literacy skills. Differentiation and personalized learning are the keys to a successful program, hence this presentation will include strategies for both. Focus points: proficiency — how to identify students’ levels and set learning goals; differentiated instruction — how to meet individual student needs, including learning styles, IT, personal interests, etc.; metacognition — how to raise the level of awareness of students’ self-assessment and provide strategies to move to a higher level of proficiency; resources — how to ensure rich and authentic content and materials; K–12 program articulation — how to align a program across all grade levels without following a set of textbooks — yes, it really is possible! Presenters will share the Singapore American School model, classroom practices, and examples along with Q&A and discussion. Facilitated by Susan Zhang and Sally Lean of the Singapore American School.
Speaker:
Sally Lean: Sally Lean (林莎莉) began a love of learning Chinese in middle school and further developed that through undertaking a Bachelor of Chinese Studies at the Australian National University. She has taught Chinese for over 15 years and managed Chinese programs for several well-known international schools and for several years worked as a co-founder, co-organizer and presenter of the ACAMIS (Association of China & Mongolia International Schools) Annual Summer Conference for teachers of Chinese language and culture. Apart from teaching Chinese, Sally was also head-hunted to create a teacher training project for the Chaoyang District Education Committee in Beijing, training local English teachers in current interactive and communicative teaching methodology.
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This document contains a rubric for assessing students on an "Apps and Games" project for secondary English. The rubric evaluates students on creativity, text structure, grammar/vocabulary, pronunciation/fluency, participation, learning diary, and Weebly site. For each category, it provides descriptors for excellent (4 points), good (3 points), regular (2 points), and needs improvement (1 point). The rubric will be used to evaluate how original students' work is, how well written texts and oral presentations are structured, the grammatical accuracy and vocabulary used, and how completely students document their work.
Painless grammar/Adviser Institute 2015
This document discusses approaches for teaching grammar to students. It recommends a two-pronged approach: 1) Teach grammar systematically by explaining the sentence structure and parts of speech. 2) Integrate grammar lessons with writing by having students identify errors in their own work and providing explanations. Some engaging techniques include using food to demonstrate punctuation marks, dressing up as punctuation, and celebrating grammar-related holidays. The goal is for students to learn grammar as a coherent system and apply it to improve their writing.
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The document outlines a code of cooperation with four points: honor time together, stay engaged, value all perspectives, and own your own learning. It then discusses key concepts in the English Language Arts Common Core including anchor standards, shifts in standards, and college and career readiness standards. Specifically, it examines shift 4 on text-based answers and shift 6 on academic vocabulary, providing context and examples of each shift and how they will change instructional approaches.
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The document summarizes an interview with a 17-year-old Chinese male student about his literacy challenges and skills. He has difficulties with reading speed, understanding writing tasks, and organizing articles. He enjoys reading news and chatting with friends online but struggles with academic texts and subjects. He needs to improve vocabulary, understanding complex sentences and text structure, and discipline-specific writing skills and concepts. The interview discusses strategies to help him overcome challenges and literacy tools he enjoys using.
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1. Place Middle School 7th grade students are failing to meet state writing standards and had low test scores, with only 26% scoring proficient on the state writing assessment.
2. A needs analysis found gaps in students' organizational skills, grammar abilities, and test scores, which the recommended solution of teaching the six traits of writing model aims to address.
3. Multiple factors contribute to the issue, including inconsistencies in teaching staff, student mobility, and a lack of support both at home and in curriculum that meets students' needs. The recommendation is to design a new curriculum focused on the six traits of writing to improve achievement.
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2) Students will learn to distinguish and categorize words and phrases by form and function, identify basic sentence patterns, and properly use nouns, verbs, and other parts of speech.
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2. Teachers implemented strategies using ICT tools like blogs and interactive whiteboards to engage these students and improve their writing.
3. Based on assessments before and after the program, most students made progress in their writing, though some needed continued support to reach grade-level expectations. The use of technology appeared effective in motivating students, though gains did not fully transfer to written work.
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Module in essay
Here is an analysis of the introduction paragraph:
The hook used is a shocking statement from the dentist about the students losing all their teeth if they continue to eat the way they do now. This is an effective hook as it grabs the reader's attention and makes them want to know more about the topic.
The background information provided is that currently the canteen at GNHS mainly sells junk food snacks that contain lots of sugar and fats. This gives the reader basic context about the current snack options available to set up the argument.
The thesis statement is in the last sentence, which clearly presents the opinion that the canteen should start selling healthier snacks like fruit in order to improve student health, strengthen their teeth, and
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Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 4
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Chapter 6
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- 1. Learning Intentions (goals): To raise the level of achievement with our reluctant writers who are below their cohort level. Marie Highley and Lyndal Lowans
- 2. Name(s): Marie Highley Lyndal Lowans Audience for proposal (people who need to know about our project): Cluster Share – end of year Ulearn? Rationale/Issue/Puzzle: The number of reluctant writers has increased across year levels. As part of our working on integration across the curriculum with ICT, it is an opportunity to see if we can engage these reluctant students. Learning Intentions (goals): To raise the level of achievement with our reluctant writers who are below their cohort Level. Timeframe: Terms 2 and 3 2010. ACTION RESEARCH PROPOSAL 2010
- 3. Implementation (what we intend to do): Explicitly plan for those students Use the blog as a place to share. Use Astle (Term one writing sample) as base line data, and another writing sample in middle of Term 3 Reflect on process on our teacher blogs Ethical considerations (any consents we require): Initalled work on blog (check permissions for everything ie video) Resources (help or support we might need): Access to web2 tools, some release time to do data collection Flip minio, Camera Easispeak Mimio and data projector Kidpix
- 4. A small number of children had made little progress in their writing . They found it difficult to write sentences. Had no idea of punctuation. Weren’t interested, as they felt they couldn't do it. Lacked imagination Had poor motor skills Usually had poor reading skills as well
- 5. 1. Originally 5 students were targeted from Year 5 as reluctant writers and 1 from Year 6. 2. This was based on their writing sample and classroom observations. 3. One Year 5 and the Year 6 moved overseas. They are not included in this report. Student February Writing Sample (Astle) Female 2b Male B 2p Male J <2b Male D (ESOL) 2b
- 10. Modelling Strategy One Students would have model in their book and highlight and write on their model Using Mimio as my modelling book
- 13. Lots of teacher input required at the planning stage Male J
- 14. In The Basement “Hi I am Tom I am 13 years old. I have black hair, blue eyes and I am very tall.” “I am going Skydiving with my friend Jack because it is my birthday.” Today it is very cold .Jack is 10 years old he has brown hair, green eyes and he isn’t very smart. We are flying over the forest and we jump and we are having a great time until the wind picks up. We were struggling to hold on and we crash land in a clearing of a forest. We walk around looking for something. We spot a house in the distance so we decided to check it out. We walk up to the house and knocked on the door ... Male B: very keen and sent plan from home via email
- 15. Female •Good days and bad days
- 16. Male D
- 19. Sample: Term 4 Male B
- 21. Sample: Term 4 Male D
- 22. Sample: Term 4 Male J
- 23. Student February Writing Sample (Astle) October Writing Sample (Astle) Female 2b 2b Male B 2p 2p Male J <2b 2p Male D (ESOL) 2b 2p Reasons for no change. Female: Student is thought to have processing problem with language. Work throughout year extremely variable and even with strong teacher input, no changes to work would be made. Male B: OTJ would suggest 2A as evidence by paragraphing and increase in vocabulary.
- 24. Year 2 Writing samples graded against Astle All at Level 1 B Girl KR Boy DN Girl TH
- 25. Year 2----Talking and learning about narratives using data projector
- 27. Showing less structure in planning sheet
- 32. Using the mimio to scaffold alternative word to “then.”
- 38. First sample End of study sample Boy DN
- 39. End of study samples First samples Girl KR Girl KF
- 40. Most students have made good progress All have benefited in using the ICT tools in class Less reluctance is now seen Students more confident to write independently They have consolidated their learning at the initial curriculum level but need further input to reach their cohort level of expectation. Motivation did not always transfer when put back on paper Content and structure had improved but proof reading skills had not improved. Findings
- 41. The need for lots of “talk” to prepare children oral storytelling from pictures/picture dice/ internet sources modelling “how to..” set formats for support word walls and resources exciting ways to publish their work an audience to share work with (blog)
- 42. Storyboard template Writing modelling and planning sheets