How do we analyze our students’ writing? What evidence can we find? Why?

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?

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?

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

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

Students’ project on ‘My family’Students’ project on ‘My family’The best work from the same student in the

first piece of modeled writing

Students’ project on ‘My family’Students’ project on ‘My family’

Students’ project on ‘My family’Students’ project on ‘My family’

Students’ project on ‘My family’Students’ project on ‘My family’

Students’ project on ‘My family’Students’ project on ‘My family’

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?

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?

Copying sentences

Impact of readers on students’ writingImpact of readers on students’ writing

Extracts from students’ work …..

Copying + enrichment

Extracts from students’ work …..

Some personal application

(Variation)

Extracts from students’ work …

A student’s project ‘My family’- impact of the reader on writing style

Following the whole flow of the story + personal touch

Copying + enrichment

Copying + enrichment

Writing style & organization

Some personal application

Very positive attitude taken from

Critter

Very positive attitude taken from Critter

Attitude/ values

towards family

(copying + enrichment)

Strong perso

nal

feelings

Strong personal fe

elings with a sens

e of humour

Writing style

Authentic / purposeful use of target

language : ‘always, sometimes, never’

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

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?

Projects from weaker students

Simpler sentences and ideas …..

Use of isolated sentences

Use of mind-map and fact file

Use of mind-map and fact file

Learner diversity:

Students use different strategies to solve

their learning problems

Giving feedback on students’ work to improve learning

Strong personal

touch

Evidence of student learning from summative assessment

Assessment –--- free writing

Match between teaching and

testing

Impact of reader

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?

Reflection on Reflection on curriculum planningcurriculum planning

the use of readers

the beauty of integration

from reading to writing

Reflection on learning-teachingReflection on learning-teaching use of various strategies:

task-book

reading aloud

dictation

sharing

oral presentation……

consolidation

sharing

support

Follow-up task book

-develop reading &

writing skills

, vocabulary

repertoire

and application

of language learnt

-develop positive

attitudes & values &

appreciation for story

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

inferencing

understanding + expressing personal response + language use

From reading to writing: the flow provides a framework for writing

Open-ended Q to elicit

observation +

interpretation

drawing in authentic

experience + meaningful

language use

Language learning reinforcement and application

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