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

3. Meaningful use of language…. What evidence of learning can we find? What’s the problem? What do we want to achieve and what have we done?

4. Bk 4A 2003-04 Module 1 : Me and my friendsreaders Unit 1 Getting to know you*N-O Spells NO! Unit 2 Good manners Unit 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 family Unit 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 food Unit 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

5. This is my family -- a reader incorporated into the module ‘Me and my family’ richer input richer input

6. Students’ project on ‘My family’ The best work from the same student in the first piece of modeled writing

7. Students’ project on ‘My family’

11. What evidence of learning can we gather from our students’ projects? How do students perform in general?

12. Correcting mistakes Analyzing mistakes and providing follow-up work Looking for evidence of learning ???????? Do we assess and analyze students’ projects in a different way? How and why?

13. Copying sentences Impact of readers on students’ writing Extracts from students’ work …..

14. Copying + enrichment Extracts from students’ work …..

15. Some personal application (Variation) Extracts from students’ work …

16. A student ’ s project ‘ My family ’ - impact of the reader on writing style Following the whole flow of the story + personal touch Copying + enrichment

17. Writing style & organization Some personal application Very positive attitude taken from Critter

19. Attitude/ values towards family (copying + enrichment) Strong personal feelings

20. Strong personal feelings with a sense of humour Writing style

21. Authentic / purposeful use of target language : ‘ always, sometimes, never ’

27. Looking for evidence of learning from students’ project work sentence level --- copying to application writing style & organization affective aspect --- feelings & values application of target language

28. What evidence of learning can we find from weaker students’ work? How do we interpret their learning?

29. Projects from weaker students Simpler sentences and ideas …..

30. Use of isolated sentences

31. Use of mind-map and fact file

33. Learner diversity: Students use different strategies to solve their learning problems

34. Giving feedback on students ’ work to improve learning

35. Strong personal touch Evidence of student learning from summative assessment Assessment – --- free writing Match between teaching and testing

36. Impact of reader

37. Correcting mistakes Analyzing mistakes and providing follow-up work Looking for evidence of learning ???????? Do we assess and analyze students’ projects in a different way? How and why?

38. Reflection on Reflection on curriculum planning the use of readers the beauty of integration from reading to writing

39. Reflection on learning-teaching Reflection on learning-teaching use of various strategies: task-book reading aloud dictation sharing oral presentation…… consolidation sharing support

40. Follow-up task book -develop reading & writing skills, vocabulary repertoire and application of language learnt -develop positive attitudes & values & appreciation for story

41. 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

42. inferencing understanding + expressing personal response + language use From reading to writing: the flow provides a framework for writing

43. Open-ended Q to elicit observation + interpretation

44. drawing in authentic experience + meaningful language use Language learning reinforcement and application

45. 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, na ï ve, 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 critter Biggest 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, na ï ve, 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 critter Biggest 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