Goal: Students are not talking in Reading and Writing neither hold a story in their head for a while so I decide to use IOL (Intensive Oral Language) and some TESSOL scaffolding practices (such as Rub off dictation, 4 3 1 strategy & Cut off sentence) to increase their ability to talk and hold an information in their head long enough to record it down.
In the ESOL online website I found this TESSOL strategies and I think they will help not only to increase student talk in class but also their ability to write at the end of the next four weeks.
We have IOL program every Monday morning and we are using the same topic, topic for writing during the week. We are recycling the same topic words in the week.
First we co-construct a story (whole class)and then I use 4, 3, 1 strategy for students to repeat the story 3 times to three different friends. I believe that this will help them to hold their story in their head long enough to record it down.
After that then we all come back and I will start rubbing off some high frequency words one by one. Students are reading the story filling in some of the words that are missing. At the end, they will go off and write down the story, copy it down and fill in the missing words on their own.
Indicators of progress
(what I’m looking for that shows I’m making a difference to student progress)
- Increase in student talk
- Improve ability to write more than one word in a sentence
- Increase confident to use variety of verbs in their story/talk
- Increase students verbs knowledge
- Improve in student waiting for their turn.
At the end of the four weeks, this is what I have found. And here are some of the results of their work from their work books.
After 8-11 weeks
- Increase in the quality of student talk. Vanishing dictation helps students to identify more high frequency words/verbs to use in their talk or when expressing their feelings.
- Word Wall - In our Room we have a Word Wall and students are able to identify and use words in their writing correctly
- Three of my target students are able to write their story independently … it is great to see them do that at an early part of the year, they can easily identify words from the wall.