Unlock with PatreonThe Problem with CI
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ROA Note
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3 thoughts on “ROA Note”
I’m not sure if I did the “reading behind the room” activity right/accurately.
Here’s what I did. I directed the students to read one paragraph then turn facing away from the screen. It was still projected in case they did not have the answer to my question.
I then proceeded to read it sentence by sentence. After one sentence I would ask spin-off personalized questions or ones using who, what etc… questions about the sentence itself.
Right or wrong it went super well.
What is SW2? I looked through the acronyms but couldn’t find it.
Story Writer 2, as per:
Story Writer 2
You may not have a chance to use a Story Writer 2 because in many classes there isn’t a heritage speaker or advanced superstar in the language who wants (rather, needs…) to work on their writing. But when you have them, these students can be of immense value. The following points apply:
1. The Story Writer 2 writes the story in the target language as it unfolds.
2. If the text created in the TL by the Story Writer 2 is good enough, it is projected the next day and the class enjoys looking for errors as the instructor corrects them. It becomes a game of hide and seek – when the students find an error, I highlight it and fix it. The focus by most students in class is strong during this work of correction, but the focus of the more grammar-oriented students is extraordinary.
3. The student who wrote the text may not be particularly happy to be corrected by students who don’t know their language. Therefore, it is important for you to heap on the praise of the student writer’s language abilities while pointing out the errors. It helps to point out why the writer was tripped up, usually by some feature of the written language that does not match up with the spoken language, which is generally much stronger in a heritage learner or a child from an immersion background, including time spent abroad. As stated, some students’ writing is too riddled with errors to use in this way, and others are too sensitive or marginalized. But for the right writer and person, this is a powerful learning tool for themselves and their peers. This answers the problem of what to do with students who have been misplaced in class.
4. If the writing is too much of a mess, I meet with the student at lunch or after school to look it over, but I do not use their story text in class. Either way, the heritage speaker benefits from this form of differentiated instruction in my class, and I get the differentiation box checked on my observation.