For reading and writing
activities:
1.
Skills:
What sub-skills at
reading and/or writing were the activities aiming to improve? Was it effective?
Why? /why not?
2.
Meaning:
Were the
activities meaningful for the children? In what way? How did this influence
their response?
3.
Control: how controlled was the
activity? Dis the children need more or less guidance to be able to work
independently?
4.
Reasons for reading/writing:
Were these made
clear to the children? Were they relevant? In case of writing, did the children
have sense of who they were writing for?
5.
Modelling strategies:
Was there an opportunity
for you to explicitly model reading and/or writing strategies and processes
with the children? What impact did this have?
6.
Feedback and correction:
How did you give
children feedback on their written work? Did you respond to their written work?
Did you respond
to their meaning as well as their language? Do you think the feedback will
motivate the children to want to write in future?
For listen and speaking activities:
1.
Motivate:
Did children
want to listen?
Speak during the
activities? Why? Why not?
2.
Purpose:
Was the purpose
of the activities clear?
Was it a purpose
that the children could relate to?
3.
Preparation:
Was the language
demand of the activity appropriate?
Was here
sufficient linguistic preparation and practice beforehand (if necessary) to
enable the children to do the activity?
4.
Learning support:
What supports
did you give to help children understand and/or use language during the activity?
Was the learning
support appropriate?
5.
Personalization:
Did the activity
provide and opportunity for personalization?
If so, how did
this affect the children’s response?
6.
Timing:
Was the activity
a suitable length to sustain interest and involvement?
Did it need to
be timed?
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