1 Franky Poon, Vice Principal HKRSS Tai Po Secondary School Starting from who they are: Understanding and designing strategies that support underachievers.

Slides:

Advertisements

Similar presentations

T H A N K Y O U !. Charlie Robinson Charlie

Advertisements

Ms.Saira Majeed The City School English Jr.III  Adapt 21 st century’s teaching approaches to develop students’ understanding of the language skills.

Chapter 6—Phonics Kendra McLaren Doug McLaren

Teaching English Reading in a Bilingual Classroom.

Revised Communicate in English CCE edition is an activity-based integrated skills course with a cross-curricular approach that will equip learners to communicate.

Standards, data and assessment. Links to Tfel 1.6 Design, plan and organise for teaching and learning 2.4 Support and challenge students to achieve high.

Mary Beth Allen East Stroudsburg University.  What is the major purpose of RtI?  What are the goals of RtI?  What are the benefits of implementing.

Creative Teaching Workshop. My Address

Review questions for vocabulary study  What is the purpose of a big vocabulary? Can you have a vocabulary lesson in isolation?  What is best practice.

Subject Curriculum Guide English Language Curriculum Guide (Primary 1 – 6) (2004, CDC) Implemented since September 2005.

Phonological Awareness Phonics Spelling Melinda Carrillo.

Dr. Wafa Hassan & Ahmad Elghamrawy.  What is motivation?  Who is responsible for motivating students to learn?

Benefits from Formal and Informal Assessments

Elaborated by: Neilys Coffre Gisela Cedeño ELEMENTARY READING SKILLS AND TECHNOLOGY.

General Considerations for Implementation

Level 1: Chapter 7.  Add more study strategies to a tutor’s repertoire of skills.  Be able to apply relevant skills to tutoring and academic work.

Welcome to Unit 6 Seminar: Learning The Language Learning and Assessment Strategies 1.

Ms.Saira Majeed The City School English Jr.III  Adapt 21 st century’s teaching approaches to develop students’ understanding of the language skills.

VCE Learning. To unpack the challenge of enhancing the quality of VCE learning What does the student need to know about how to interpret the task ? Ho.

Sarah Peterson Amy von Barnes Making “I Can” Statements Easy Supporting Learners – Week 3.

Classroom Strategies Classroom Strategies. Our classroom strategies are the most effective ways to build fluency, vocabulary, comprehension, and writing.

CORY GILLETTE LITERACY COORDINATOR JANUARY 2014 Reading and Writing Curriculum in Darien Public Schools.

Depository of Curriculum-based Teaching Resources - English English Language Education Section Curriculum Development Institute Education Bureau 14 February.

Once referred to as ESL and ELL. Level 1 Starting Level 2 Emerging Level 3 Developing Level 4 Expanding Level 5 Bridging English Learners can (understand/use):

By: Hayley Minner. Purpose Statement The purpose of this lesson is to use writing to help students connect meaningfully and logically to a text through.

The English Language Education KLA Curriculum and Its Implementation 2 November 2006 English Language Education Section Curriculum Development Institute.

Philosophy Paper Web: first draft of possible ideas Fall 2006.

LITERACY PROFESSIONAL LEARNING RESOURCE Primary Schools Program Session 3: Structure of the Resource.

Chapter 10 Teaching and Learning with Technology in Foreign and Second Language Instruction Tiffany & Taylor.

Dyslexia Ian Swain Intervention for Children with Suspected or Identified Dyslexia (SpLD) The word ‘dyslexia’ comes from the Greek ‘dys’ meaning.

Lesson Planning SIOP.

Ms.Saira Majeed The City School English Jr.III  Adapt 21 st century’s teaching approaches to develop students’ understanding of the language skills.

SIOP The Sheltered Instruction Observation Protocol (SIOP)

Published materials Authentic materials

Tiffany Harrell “The goal for every student is to learn, but not every child learns in the same way.” (Firchow, 2011)

Special Education Plan Hamilton High School Multiple Intelligence n Not all students learn the same way. n “So long as materials are taught and assessed.

LT512 Reading in the Content Areas Professor: Donna Numeroff-Martin, EdD Seminar: Monday 7:00pm EST Week 5: Unit 5 Comprehension Strategies.

4 Transforming Our Use of Images in ELT. MEXTESOL’s OBJECTIVES * Promote the professional development of English teachers * Assist teachers in updating.

First Grade Reading Workshop

Module 8 Teaching English Learners

Ms.Saira Majeed The City School English Jr.III  Adapt 21 st century’s teaching approaches to develop students’ understanding of the language skills.

Orton- Gillingham RTI Intervention By: Breanna Wisnor.

TEACHING AND LEARNING WITH TECHNOLOGY IN ENGLISH AND LANGUAGE ARTS By: Emily Justice and Ashley Neal.

Testing A definition of a “language test” is a tool for measuring language performance in learners (Bachman, L., and Palmer, A. 1997)

Chapter 7: High Leverage Practice 2: Techniques to Teach Students with Learning Disabilities.

C&I 222: Understanding Goals and Purposes: Assessment OF Learning and Assessment FOR Learning.

 Students in grades Kindergarten through twelfth  Classroom teacher, reading specialist, interventionist  Can be administered individually, some assessments.

SIOPSIOP #8: Review and Assessment. Assessment & Review Content Select techniques for reviewing key content concepts Incorporate a variety of assessment.

 Principles of Teaching Reading in Today’s Classroom.

Wilkinsburg School District Literacy Development Framework May 2011.

TEACHING LITERACY SKILLS – READING & WRITING LING 322.

DIFFERENT STROKES WAYS TO DIFFERENTIATE IN THE CLASSROOM.

Pedagogy As it relates to the field of linguistics.

+ Look what English Learners can do! Debra Cole, MELL Instructional Specialist CSD MELL

Tutoring Chapter 13. Reflections on Tutoring If your school district is experiencing budget cuts, and the school board wants to end the tutoring program.

Project: One Example. 2 Orla is a 14 year old in second year with learning difficulties. She receives assistance from the learning support teacher. She.

UDL & Differentiation CAROLYN THOMPSON EDU 673 PROF. GINA STAFFORD FEBRUARY 5, 2015.

Fitting It All In Incorporating phonics and other word study work into reading instruction Michelle Fitzsimmons.

ICT : Module III - Instructional Design Mrs. Sunita Singh

Welcome To Literacy Night

Early Reading Skills: Fluency

SIOP Strategies SIOP Made Easy.

Performance Indicator I:

What is it? How is it organized?

Technology in Language Classroom

Building strong family communication through standards-based grading.

Curriculum and Materials

Diocese of Allentown I.C.E.C. Learning Strategies

Understanding the Grade 1 ELA Curriculum

Presentation transcript:

1 Franky Poon, Vice Principal HKRSS Tai Po Secondary School Starting from who they are: Understanding and designing strategies that support underachievers in the English classroom

Objectives To introduce some diagnostic tools to assess students’ language awareness and readiness levels To suggest strategies which support diverse learning needs in an inclusive classroom

Understanding students’ needs 1.Making no assumptions 2.Starting from where they are 3.Linking assessment to teaching 4.Providing choices

Part One: Using some diagnostic tools

Letter name / sound

High frequency words

Blending / Phonogram CNA an

Syllabification

Reading comprehension

16 Part Two: Supporting SpLD students in an inclusive setting 1.diagnostic-prescriptive teaching 2.differentiated materials / learning tasks 3.visual cues / graphic organizers 4.multiple representations 5.strategies to promote learner autonomy and peer encouragement 6.task analysis techniques 7.authentic learning activities 8.computer-assisted learning (CAL) 9.student strengths as the starting point

17 Prescriptive Teaching a. Raising phonological awareness in tasks

18 b. Putting sight words in model sentences sightwords.php

19 c. Raising students’ awareness of sight words in texts

2. differentiated materials / learning tasks Read the following pages and set three comprehension questions: 1.One for the strongest 2.One for the average 3.One for the weakest

21

22 Setting questions based on Bloom’s taxonomy Easy or Difficult?

23 Easy or Difficult?

24 Easy or Difficult?

25 3. Use of visual cues / graphic organizers

26 a. Turning a mind map into art

27

28 b. Using mind map in exam

29 Think-Pair-Share (5) Based on this composition, what skills do you think the student has learnt?

30 4. Allowing Multiple Representations

31

32 Multiple representations and Creativity Think-Pair-Share (1) What is creativity? Do you think this piece of student work is creative? Why or why not? Can students with limited language proficiency be creative? What kind of learning tasks can nurture creativity among students?

33 5. Promoting learner autonomy and peer encouragement

Think-Pair-Share (2) Describe what you saw in the video Which scene impresses you most? Why?

35 6. Task analysis Step-by-step approach to completing a meaningful task a. Multi-media input

36 b. Vocabulary building through researching on the Internet

37 c. Using a mind map to organize ideas

38 d. Use of Q/A to promote sentence writing

39 e. From sentences to passages (an oral presentation)

40 f. Peer assessment

41 7. Designing authentic learning activities Sending a post card

42 8. Computer-assisted learning

43 9. Building on Student Strengths Have you ever seen H.W. like this? What would be your response?

44

45 Dictation

46 Short writing （ H.W. ）

Think-pair-share (3) What does the above case tell us? What could be the success factors in motivating students to learn?

48 A question to take away ….. Poon, K.C. & Lin, A (2011) “Creating a School Programme to Cater for Learner Diversity: A Dialog between a School Administrator and an Academic” Social Justice Language Teacher Education, Channel View Publications

Capitalizing on students’ strengths

References 1.Reading a-z 2.Scholastic Phonics Booster Books 3.Ben Fax Saves the Day, Fast Forward, Thomson Nelson 4.Raz-Kids.com

Thank you