how do we analyze our students’ writing? what evidence can we find? why?
TRANSCRIPT
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How do we analyze our students’ writing? How do we analyze our students’ writing?
What evidence can we find? Why?What evidence can we find? Why?
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Meaningful use of language….
What evidence of learning can we find?What evidence of learning can we find?
What’s the problem?What’s the problem?
What do we want to achieve and what What do we want to achieve and what have we done? have we done?
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Bk 4A2003-04
Module 1 : Me and my friends readers
Unit 1 Getting to know you *N-O Spells NO!Unit 2 Good mannersUnit 3 Getting fitter
(Students write about their Katie, give advice to her and compare themselves with her.
Students find out about their family and friends and make comparisons.)
Module 2 : Me and my family
Unit 4 Record holders *This is my familyUnit 5 About my family *Berenstain Bear & too much pressure
Unit 6 Every day Unit 7 Lazy Lizzie
(Students complete a project on ‘This is my family’. Students do a radio play for a scene in ‘Berenstain Bear’)
Module 3: Food and drink
Unit 8 Shopping for foodUnit 9 Cooking class
(This is for self-study as students are very familiar with the module. Students make a dictionary on food.)
‘Reading to learn’ culture & rich
learning experiences --- +language arts
materials
Curriculum planning & organization ---
thematic modules for integrated work
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This is my family --This is my family --
a reader incorporated into the module a reader incorporated into the module
‘‘Me and my family’Me and my family’
richer inputricher input
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Students’ project on ‘My family’Students’ project on ‘My family’The best work from the same student in the
first piece of modeled writing
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Students’ project on ‘My family’Students’ project on ‘My family’
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Students’ project on ‘My family’Students’ project on ‘My family’
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Students’ project on ‘My family’Students’ project on ‘My family’
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Students’ project on ‘My family’Students’ project on ‘My family’
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What evidence of learning can we gather What evidence of learning can we gather from our students’ projects? from our students’ projects?
How do students perform in general?How do students perform in general?
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Correcting mistakes
Analyzing mistakes and providing follow-up work
Looking for evidence of learning ????????
Do we assess and analyze students’ projects Do we assess and analyze students’ projects in a different way? How and why?in a different way? How and why?
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Copying sentences
Impact of readers on students’ writingImpact of readers on students’ writing
Extracts from students’ work …..
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Copying + enrichment
Extracts from students’ work …..
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Some personal application
(Variation)
Extracts from students’ work …
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A student’s project ‘My family’- impact of the reader on writing style
Following the whole flow of the story + personal touch
Copying + enrichment
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Copying + enrichment
Writing style & organization
Some personal application
Very positive attitude taken from
Critter
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Very positive attitude taken from Critter
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Attitude/ values
towards family
(copying + enrichment)
Strong perso
nal
feelings
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Strong personal fe
elings with a sens
e of humour
Writing style
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Authentic / purposeful use of target
language : ‘always, sometimes, never’
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Looking for evidence of learning from Looking for evidence of learning from students’ project workstudents’ project work
• sentence level --- copying to application
• writing style & organization
• affective aspect --- feelings & values
• application of target language
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What evidence of learning can we find What evidence of learning can we find from weaker students’ work?from weaker students’ work?
How do we interpret their learning?How do we interpret their learning?
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Projects from weaker students
Simpler sentences and ideas …..
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Use of isolated sentences
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Use of mind-map and fact file
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Use of mind-map and fact file
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Learner diversity:
Students use different strategies to solve
their learning problems
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Giving feedback on students’ work to improve learning
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Strong personal
touch
Evidence of student learning from summative assessment
Assessment –--- free writing
Match between teaching and
testing
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Impact of reader
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Correcting mistakes
Analyzing mistakes and providing follow-up work
Looking for evidence of learning ????????
Do we assess and analyze students’ projects Do we assess and analyze students’ projects in a different way? How and why?in a different way? How and why?
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Reflection on Reflection on curriculum planningcurriculum planning
the use of readers
the beauty of integration
from reading to writing
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Reflection on learning-teachingReflection on learning-teaching use of various strategies:
task-book
reading aloud
dictation
sharing
oral presentation……
consolidation
sharing
support
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Follow-up task book
-develop reading &
writing skills
, vocabulary
repertoire
and application
of language learnt
-develop positive
attitudes & values &
appreciation for story
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Other reading skills-using picture clues, inferencing, drawing conclusions and giving personal response
Fact file of Critter: Factual Q (understanding) +Open-ended Q (interpretation)
Factual Q: scan for specific information
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inferencing
understanding + expressing personal response + language use
From reading to writing: the flow provides a framework for writing
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Open-ended Q to elicit
observation +
interpretation
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drawing in authentic
experience + meaningful
language use
Language learning reinforcement and application
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This is my family Lots of adjectives describing people:active, warm, fun, funny, special, cute, naughty, busy, tired, happy, cheerful, sad, miserable, angry, lucky, lazy, polite, lovely, troublesome, noisy, boring, nice, clever, smart, dynamic, hard-working, careless, careful, silent, neat, greedy, depressing, tired, sleepy, angry, rude, curious, stupid, naïve, kind, loving, caring, friendly, helpful, afraid, hardhearted, scared, tricky, serious, stubborn, simple, unreliable, has responsibility, awkward, fierce, lonely, pretty, good-looking, beautiful, handsome, ugly, disapproving, exhausted, interested, problem, strange, shy, dirty, different, good, fat, thin, strong, weak, young, old, Biggest likes: family, baby, sister, toys, pets, doing homework, be a good critterBiggest dislikes: sister hurts my toys, baby cries, help dad do housework, housework, cat Father’s job: officer, office worker, manager, clerk, computer operator, boss, owner of factory, writer, typewriter (typist), the story no speak What I love her (mother) most: take care of us, sit up with me when I’m sick, make me feel better when I hurt myself, her personality, tolerant, make us cakes Sister’s job: student, go to school, no job
This is my family Lots of adjectives describing people:active, warm, fun, funny, special, cute, naughty, busy, tired, happy, cheerful, sad, miserable, angry, lucky, lazy, polite, lovely, troublesome, noisy, boring, nice, clever, smart, dynamic, hard-working, careless, careful, silent, neat, greedy, depressing, tired, sleepy, angry, rude, curious, stupid, naïve, kind, loving, caring, friendly, helpful, afraid, hardhearted, scared, tricky, serious, stubborn, simple, unreliable, has responsibility, awkward, fierce, lonely, pretty, good-looking, beautiful, handsome, ugly, disapproving, exhausted, interested, problem, strange, shy, dirty, different, good, fat, thin, strong, weak, young, old, Biggest likes: family, baby, sister, toys, pets, doing homework, be a good critterBiggest dislikes: sister hurts my toys, baby cries, help dad do housework, housework, cat Father’s job: officer, office worker, manager, clerk, computer operator, boss, owner of factory, writer, typewriter (typist), the story no speak What I love her (mother) most: take care of us, sit up with me when I’m sick, make me feel better when I hurt myself, her personality, tolerant, make us cakes Sister’s job: student, go to school, no job
Summary of vocabulary used
& ideas expressed
Open-ended tasks diversities: language, skills & attitudes
Not to mention the project …
Assessment for learning: teachers’ feedback