session 2: improving writing across the curriculum : differentiation to support esol learners

Alana Madgwickalanamadgwick@gmail.com

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SESSION 2:IMPROVING WRITING ACROSS THE CURRICULUM: DIFFERENTIATION TO SUPPORT ESOL LEARNERS

RECAP FROM LAST SESSION

SESSION 2: TEACHING AS INQUIRY

DEMONSTRATE UNDERSTANDING OF ART WORKS FROM MAORI AND OTHER CULTURAL CONTEXTS USING ART TERMINOLOGY

• A level 1 Art (Literacy) Achievement Standard

TASK A: INVESTIGATE AND ANALYSE.Find out as much information as possible about each of the art works and collect this in your visual diary. You might find information from exhibition catalogues and websites, a gallery educator, and books about the artists.

TASK C: Present your findings using Art terminology. Consider the following questions as a starterto each of your paragraphs of your essay:

• How and why do artists represent the figure in their work?• How and why are there differences between how Maori and other artists approach to representing the figure?

TEACHING AS INQUIRY• What strategy did you trial?• What was the purpose of the strategy?• What did you notice?• What would you change?

• From the data / evidence I noticed that some students needed support in............

• Because of this learning need I trialled this.....

DICTAGLOSS• Purpose: to help students consciously focus on

their knowledge of the content and the relationship between ideas and words

• Strategy:• I will read a short text (sentence) at normal pace-

you will listen for meaning.• I will reread the text- You will jot down key words

and phrases.• In pairs or groups, you will reconstruct the text.

TEACHING AS INQUIRY• “Since any teaching strategy works differently in

different contexts for different students, effective pedagogy requires that teachers inquire into the impact of their teaching on their students.” (NZC, p.35)

PRINCIPLE VS. STRATEGY• What is the difference?

PRINCIPLES VS. STRATEGIES

• A principle is a law or rule. In this case the rule that is based on ‘How students learn’.

• A strategy is the plan of action /method that we want students to use independently of us.

• There can be many strategies that relate to one principle.

PRINCIPLE VS. STRATEGY• Teachers across different subjects can use

different strategies that exemplify the same principle. E.g. activating prior knowledge is a principle. Strategies could be anticipatory reading guide, post-box, vocabulary jumble, brain-storm…

• One strategy can exemplify many principles. E.g. jigsaw reading is a strategy that helps students make links between reading and writing, develop key comprehension skills and build oral language development.

Principles of Effective Writing Practice1. Make literacy learning explicit for every writing task2. Activate students’ prior knowledge3. Make deliberate links between reading and writing4. Make deliberate links between speaking and writing5.Develop vocabulary and vocabulary solving skills6. Support students to generate ideas for writing7. Support students to structure their writing8. Give feedback/forward that is specific and manageable

WRITING FRAMES

1. What are they? Can you give an example?2. Why do you use them?3. Who benefits from them?4. What are the pitfalls of using them?5. What is an approach that you use to stop

students becoming dependent on them?

IN GROUPS • Ensure there is one person that can answer 4 or 5

of the questions. That person is the leader.• The leader has to teach her/his group about

writing frames so that all members can answer all the questions with examples. (Come get some paper and pens)

• Everyone must be prepared to share their learning.

USEFUL CONNECTIVES (WORDS AND PHRASES TO LINK INFORMATION AND SIGNAL WORDS)Introduction The topic / issues / this report / my purpose/

questions /hypothesisDescribing procedures or time sequences

The first step, to begin with, initially, before

Secondly, subsequently, following this step, next

When, meanwhile, after that, consequently, finallyGiving Examples

For example, for instance, another reason, can be illustrated by, as follows

Comparing both and in most cases, not only... but also similarlyAdding information

also, as well as, another reason, factor, pointin addition, additionally, besides, furthermore

Contrasting but, however, in contrast to, whereas, alternatively, is different/ differs from, on the contrary

Cause and effect

because of, the reason for, due to, consequently, hence, in that case as a result of/ consequence since, the effect of

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