Monday, 1 May 2017

Cut Up Sentences, IOL

TERM 2: Week 1-4
Goal:  I will use  these TESSOL strategies (4, 3, 2 & vanishing cloze & cut up sentences & IOL) to scaffold student talk & writing for student to create and share independently.

Dated: 1 May 2017

Teaching & Learning  (Pedagogy & Ako)
How are you going to do it? What are the deliberate steps.   
(Include DAT, resources, PLD readings, support etc.)
Knowing the learner - LINK
Professional discussions with colleagues
Observation notes
Student work and sharing of understanding
(Gap analysis and back mapping)

Multiple opportunities:  4, 3, 2 pair share, cut up sentences, and vanishing cloze



Indicators of progress
(What I’m looking for that shows I’m making a difference to student progress)
- all students will participate in terms of talk
- minimal teacher talk and more student talk
- students to elaborate their sentences a bit more
- confident in recording their sentences down

Checkpoint
Weeks 1 - 4
Evaluation:
IOL  makes a big difference in terms of lifting the quality of student talk in class - some students begin to elaborate their sentence or their idea.

Some students are beginning to show confidence in leading a conversation or a group discussion - I believe this happens because how much information and vocabs being introduced to them through IOL.

Vanishing cloze and 4, 3, 2 help students to hold their idea in their head for a while before recording it in their book.

Cut up sentences is something to continue because students are learning about features of a sentence.

I have noticed that all my target students have developed so much in terms of their writing. They are all able to hold their ideas in their head for a while before recording it. Vanishing cloze helps students to try hard to memorise the spelling of some high frequency words.

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