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When implementing the Questioning the Author (QtA) approach, I think the teacher could assign questions with different levels to solve the problem of learner diversity.

For instance, low-achievers could answer basic questions. On page 239, Q1 (What is the author trying to say?) and Q2 (What is the author’s message?) correspond to the “understanding” level of Bloom’s taxonomy.

On the other hand, high-achievers could answer high-order thinking questions. On page 239, Q4 (Do you think the author’s message is clear?), Q7 (Do the author’s examples help or create some confusion?), and Q11 (What biases or perspectives does the author reveal?) correspond to the “evaluating” level of Bloom’s taxonomy.

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Alvin: Potential challenges of grammar awareness activities might happen to those of low reading proficiency in that grammar involves knowledge about different aspects of language, like tense, word usage, sentence structure, and pattern. If a student isn't capable enough to deal with memorizing or recognizing words, grammar learning can be a burden weighing him/her down. However, for those of high reading proficiency, grammar learning will benefit them in decoding more compound sentences and bringing them the joy of analyzing and being tuned in to readings with different sentence patterns or structures.

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Q2:

I believe that implementing teacher-guided student-group discussion has more advantages than whole-class teacher-student discussion. A teacher can group students according to their level of language proficiency and use question discussions appropriate to their ability. High-proficient reader group can discuss critical questions about the main-idea comprehension whereas lower-proficient reader group can discuss easier questions. Additionally, weaker and less motivated readers can study without pressure and improve from step by step, and I believe that they will see their progress and be motivated to keep trying.

However, teacher-guided student-group discussion needs longer time than whole-class teacher-student discussion which the teacher can explain to the whole class a time. Therefore, the teacher in whole-class teacher-student discussion may be able to spend the rest of time to focus more on weaker and less motivated readers directly or on comprehension tasks in class.

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Personally, I think time constraint is one of the most important consideration since various grammatical structures are complex in nature and thus require multiple scaffoldings, such as conditional sentence, relative clause, tenses, verb conjugation, etc.

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Roy:

Signal words (discourse markers) often provide clues about the organizational structure of a text, such as cause and effect, comparison and contrast, sequence, and so on.

Teaching students to recognize these patterns through signal words can enhance their understanding of how texts are structured. Moreover, signal words also help create cohesion and coherence in a text by signaling relationships between sentences and paragraphs. Therefore, students can enhance their inferencing skills by recognizing signal words to make connections between different parts of a text, thereby contributing to deeper comprehension.

One potential challenge would be that students may struggle to apply their knowledge of signal words across various types of texts. Thus, teachers need to provide modeling and guided practice to show students examples of how signal words function in different contexts.

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Allie

Q1:Yes, I think considering students' English proficiency in graphic organizer design is quite important. For example, more straightforward and visually intuitive graphic organizers may be beneficial for students with lower proficiency, focusing on basic concepts. Advanced readers can handle more complex organizers, fostering higher-order thinking and a deeper understanding of the material. This also helps them to feel more of a sense of achievement.

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1. teaching activities were fun and interactive

2. starting to give out candy for every participation might lead to distraction in the long run

3. slides would benefit from a little less text to read through

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1. I like your choice of the reading text: Bill's diary, which contains humor and related to students' personal lives.

2. I love your sense of humor as a teacher and the pleasant classroom atmosphere you created.

3. I think it would be nicer to do modelling before asking students to do it as in task 2: identifying the signal word, graphic organizer exercise.

Thank you!!!!!

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One like:

I really like the way you give compliments and very positive feedback to students' performance. I really enjoy the collaborative activities that you designed.

One suggestion:

In my opinion, the level of task difficulty is a bit too high for five graders. Maybe you can include some L1 during teaching. :)

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Allie

I appreciate you adopting various activities into your class and the atmosphere is great.But I’m wondering the time management of each activity. And maybe you can give one sentence example in the second activity to remind students what is signal and transition words (just refresh their memory)

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1. I like the handouts that you prepared for us. If I were a students, I would understand the lesson clearly.

2. I would like to give you a suggestion that you can give more clear instruction about what students have to do with their assignments such as the blue box.

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👍 Very energetic and interactive teaching! I appreciate you for providing a lot of opportunities to students to practice. And the activity ask students draw on the whiteboard is interesting and creative.

Suggestions:

1. Too much goals in learning objectives. Maybe you can pick just one or two (like signal words and vocabulary..)

2. Need more guidance for each task and reading skills. (vocabulary and signal words...)

3. Probably break down the reading task (one task focus on one or two ideas), divide students to read through certain lines, and theu can share what they have read with each other.

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first like: time management. second like: lively ambiance.

suggestion: Clearer instructions and modeling for students when giving tasks. One typo on p.6 aboving-->above

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1. I like group discussions in which students have a chance to discuss and share their ideas, and the materials are interesting, especially the sequencing game and cause-and-effect graphic organizer

2. The text includes all the words that students learned in the previous class, so they can comprehend the text better

3. Suggestions:

Some practices include many difficult words (identifying, scanning,...) and I think the instructions should be clearer for students to understand

I'm not sure whether students in grade 5 are good at note-taking skills or not

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I like the sequencing game. It’s good that you print out the sentences so students can unscramble them easily. 😍 I also like the diary homework. It connects to the topic (sports) and the vocabulary students have learned. With the template, students would not feel overwhelmed to write a paragraph.

As for the reading part, perhaps you can specify the purpose of scanning and teach the genre of diary.