EVALUATION OF TERM 1

Evaluation & Sustainability: How will you sustain the habits that are promoting success for your students?

I will continue using the 5 talk moves to facilitate discussion whenever I do Maths problem solving and use the 5 talk moves in other curriculum areas as well such as reading and writing. I will also get students to make connections between different strategies used in the earlier stage of learning e.g. using prior knowledge in Reading, Writing and Topic Studies to make connections to what they are learning. I will also encourage students to work collaboratively and talk about numbers in Maths and letters & words in Reading and Writing. Continue using TESSOL strategies such as Verb stories, cut up sentences and Rub off dictation to increase student engagement and confident in work independently in term 2.

What did you learn as a teacher / what surprised you?

The importance of using talk moves and also how effective it can be using mixed ability groups so that students learn from each other.

I also found that the use of some TESSOL strategies and more group worthy tasks at this age group allows greater collaboration by students. The use of number talks & subitizing also helped to get lots of discussion around numbers during Maths lessons.

I used talk moves in reading and writing especially when doing IOL program and it increased not just student talk but the quality of talk that they made. Wait time was very important and prompting them to add on was also vital though I still need to work harder on this next term.

I tried to use more than one modes of communication to make learning more meaningful to students. We used lots of pictures, flash cards, ipads, listening activities and some written language activities and students were engaged and also made so much progress within this term. Four of my target students have moved 6 levels up. I need to continue using same modes of communication next term.

How will you transfer your new learning to other students / curriculum areas?  

I will  use mixed ability groups in Reading and Writing and also use collaboration and the 5 talk moves and number/ word wall in all curriculum areas. Next term I will get students to repeat what others are saying - this will improve their listening skills and engagement, and encourage students to ask and answer questions and to explain their own and others’ learning. With Writing, next term I will focus on how to scaffold students writing - we will follow these steps - shared writing, interactive writing, guided writing then independent writing. I will continue to use more than one modes of communication in all areas.

Evaluation Term 1

Evaluation & Sustainability: How will you sustain the habits that are promoting success for your students?

I will continue using the 5 talk moves to facilitate discussion whenever I do Maths problem solving and use the 5 talk moves in other curriculum areas as well such as reading and writing. I will also get students to make connections between different strategies used in the earlier stage of learning e.g. using prior knowledge in Reading, Writing and Topic Studies to make connections to what they are learning. I will also encourage students to work collaboratively and talk about numbers in Maths and letters & words in Reading and Writing. Continue using TESSOL strategies such as Verb stories, cut up sentences and Rub off dictation to increase student engagement and confident in work independently in term 2.

What did you learn as a teacher / what surprised you?

The importance of using talk moves and also how effective it can be using mixed ability groups so that students learn from each other.

I also found that the use of some TESSOL strategies and more group worthy tasks at this age group allows greater collaboration by students. The use of number talks & subitizing also helped to get lots of discussion around numbers during Maths lessons.

I used talk moves in reading and writing especially when doing IOL program and it increased not just student talk but the quality of talk that they made. Wait time was very important and prompting them to add on was also vital though I still need to work harder on this next term.

I tried to use more than one modes of communication to make learning more meaningful to students. We used lots of pictures, flash cards, ipads, listening activities and some written language activities and students were engaged and also made so much progress within this term. Four of my target students have moved 6 levels up. I need to continue using same modes of communication next term.

How will you transfer your new learning to other students / curriculum areas?  

I will  use mixed ability groups in Reading and Writing and also use collaboration and the 5 talk moves and number/ word wall in all curriculum areas. Next term I will get students to repeat what others are saying - this will improve their listening skills and engagement, and encourage students to ask and answer questions and to explain their own and others’ learning. With Writing, next term I will focus on how to scaffold students writing - we will follow these steps - shared writing, interactive writing, guided writing then independent writing. I will continue to use more than one modes of communication in all areas.

Rub off dictation - 'students to remember their story'

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 & verb story) 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 these 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.

First, we co-construct a story (whole class)and then use 4, 3, 1 strategy for students to repeat the story 3 times to three different friends. 

Teacher starts rubbing off some high frequency words one by one.  Students are therefore need 

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.

Term 1 - Focusing Inquiry

Goal:

I will use IOL and TESSOL (Rub-off dictation - Verb Wall) scaffolding practices to identify students language needs and increase their ability to use verbs in their story.  

Indicators of 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

Checkpoint
- increase in the quality of student talk. 
Verb story helps students to identify more verbs o use in their talk or when expressing their feelings. 
- VERB WALL - students are able to identify and use words in their writing- 3 of my target students are able to write their story independently

Imaging Numbers & Finger Pattern

Learning to image numbers in the head could be complicated for young learners. After considering and trying out many options, I believe that using fingers and ten frame are very efficient. 

Here is the finger pattern that my learners are learning and using to image numbers in their heads. Finger pattern and ten frame are very much connected and can be easily imaged by learners in their head once they recognised the relationships between the two.

Intensive Oral Languge - increase student talk & vocabulary

We have IOL program every Monday morning and we are using the same topic for writing during the week. We are recycling the same topic-words for one week. This program gives more opportunities for students to talk and use new words being introduced.

 

 

Sentence Stems and Prompts - Increase Student Talk

Weeks 5-7

Goal:  Students are beginning to talk with confidence once they are gifted with correct Mathematical language to use. I will use TESSOL scaffolding practices (sentence frames and prompts) to support student to create and share in authentic contexts.

These are the sentence stems and prompts that I will be using in class during Maths lesson to encourage encourage student talk and increase their confidence in explaining their thinking.

 

 

Indicators of progress

(What I’m looking for that shows I’m making a difference to student progress)

• Increase student engagement
• Students using key vocabularies confidently
• Lots of student talk
• Increase confident to work independently whether with the ipad or any other types of activities
• Students produce an art or movie on what they have learned.

Using sentence stems was successful for some students but not all. Sentence stems gave students starting point and an idea to focus on when thinking. At the end of the four weeks, I got to evlauate this and here are my findings.

Checkpoint

Weeks 5-8

• Hands-on activities (as in our IOL program and using of real life problems LINK) lead on to increase student engagement.
• Some students are able to use key vocabularies by repeating some rephrasing sentences from the teacher  
• Increasing their confident to work leads to being able to participate in a role play and speak with confidence  
• Some of the sentence stems are too hard for some students to use so I need to be selective of which one to use otherwise rephrase them.

Now that student talk has increased and students participated and contributed a lot - waiting time is something to work on. Students to work on waiting their turn, and teacher on giving enough time for the child to respond.