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Groups with students of different levels of abilities

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Make groups depending on the their level and needs

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Questions of different aspects

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Split into a few groups (2-3) based on students' academic performance

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Different levels of questions

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Open ended questions for higher abilities

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Open ended questions for higher abilities

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Visual support

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Leave the easier part for less abled students. For example finding the full stops

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Get students have peer editing after self editing so that less abled ones can learn from others.

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Get students have peer editing after self editing so that less abled ones can learn from others.

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Guiding questions for writing for lower ability groups

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Guiding questions for writing for lower ability groups

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Stretch the students a little more towards the final product

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Stretch the students a little more towards the final product

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More able students can help less able students

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Make sure not the students that argue or chat too much

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Have good models displayed around the classroom

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Have good models displayed around the classroom

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Sentence starters for reluctant /lower ability students 

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Sentence starters for reluctant /lower ability students 

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Low floor high ceiling, set achievable learning tasks that meet the learning objectives, then offer opportunities to extend work. 

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Low floor high ceiling, set achievable learning tasks that meet the learning objectives, then offer opportunities to extend work. 

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Written feedback for future improvement 

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Written feedback for future improvement 

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Ask them to check each other’s work(after editing)

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More open ended questions and hints such as “How to do that?” “Describe the colour” for more abled ss. More guidance for less abled ss such as “is it green or blue? Please write about it “

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for high achievers: more challenging questions

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Peer work. Students read others works

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Students with higher ability: teacher encourages them to add more details

Students with lower ability: teacher provides words for them to choose from

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Possibly focus on certain categories of errors based on needs of the class 

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Possibly focus on certain categories of errors based on needs of the class 

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Encourage students to think about the senses they would use in the scenario, what can you see. What can you hear.

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Encourage students to think about the senses they would use in the scenario, what can you see. What can you hear.

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Have strong students communicate why another student's writing was strong (or how it could improve), communicated to the whole class 

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Have strong students communicate why another student's writing was strong (or how it could improve), communicated to the whole class 

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Cooperative learning approach

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Reflect on the advantage and disadvantage of the writing

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Ask questions about work to encourage self reflection 

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Ask questions about work to encourage self reflection 