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Please complete this Frayer's Model before our session 1.

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Storytellers go through a process of reading, producing and performing to convey meaning.

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Storytellers go through a process of reading, producing and performing to convey meaning.

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Gots: The concepts driven of Unit plan, especially for the key concepts and related concepts. 
Wants: The literacy related practical strategies of balance reading and writing in language class. 

Question: The concepts here is related to the Unit topic or Language (literacy related ) teaching and learning?

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Theme: How we express ourselves

Central idea: Chinese New Year’s rhythms help understand the customs in Spring Festival

Concepts

1. What are related elements and languages in rhythms to tell you about Chinese New Year’s customs ? (form)

2. Why are these customs important in Spring Festival? (causation)

3. What customs and languages are you going to use in your house to celebrate this Spring Festival ? (Connection)

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Gots:
The concepts driven of Unit plan, especially for the key concepts and related concepts.

Wants:
The literacy related practical strategies of balance reading and writing in language class.

Question:
The concepts here is related to the Unit topic or Language (literacy related ) teaching and learning?

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Gots:

- The difference of the key concept and the related concept
- The process of conduct a conceptual planning.

Wants:
- Explanation of components of Balanced Literacy
- More practical examples of applying reader and writer’s workshop model from Balanced Literacy

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1. The difference of the key concept and the related concept.
2. The process of conduct a conceptual planning.

Wants:

1. Explanation of components of Balanced Literacy

2. More practical examples of applying reader and writer’s workshop model from Balanced Literacy

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Intermediate 1 How we express ourselves.

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Intermediate 1 How we express ourselves.

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Theme: How we express ourselves

Central idea: Myth, folk story, rhyme songs and poem help to express the culture and habitude.

Key concept: Form, Function, Connection

Key question:

1. What different ways of writing people use to express themselves? (Form)

2. How the myth, story and songs embody the culture? (Function)

3. Why and how people’s life, culture, stories and songs are related together? (Connection)

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Theme: How We Express Ourselves

Central Idea: Storytellers go through a process of reading, producing and performing to convey meaning.

Key Concepts:

1. Form

2. Function

Related Concepts:  Structure, Pattern, Role

Key Questions:

1. What is “Reader’s Theatre”? (Form)

2.   How do we turn the fictional story to story lines and convey the meaning by performing? (Function)

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Theme: How we express ourselves

Central idea:  汉语成语帮助我们简洁有力地表达自己的观点

Key Concepts:
Form, Function,  Change

Key Questions:
1. 什么是成语？
2. 成语怎样提升我们的表达方式？
3. 成语的使用有没有发生过变化？

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Components of Balanced Literacy with Links EKC

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Theme:  How we express ourselves

Central idea:  正确运用修辞手法有助于更生动形象地描写景物。

Key concepts:  Form, Function,
Connection

Key questions:

1. 在景物描写中，可以用到哪些修辞手法?  (Form)

2. 修辞手法如何帮助我们更加生动形象地描写景物?  (Function)

3. 对于描写同一种景物，运用修辞手法和没有用修辞手法有什么不一样?  (Connection)

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Key concept driven reading aloud has a clear goal for students
Wants:
If there's more time for students to practice after teacher's reading? How do we know kids have learned the target skills?

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均衡读写可以运用各种方法进行。
语调和表情在Read Aloud中的运用。

Wants：

均衡读写在实际课堂上运用的示范课。

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Gots:The importance of read aloud and how to work it better.
Wants:More tips to balance reading and writing.

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Gots: from one detail example to understand one component of Balanced Literarcy "Read-Aloud"

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Gots: from one detail example to understand one component of Balanced Literarcy "Read-Aloud"

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Wants:
1. How to really apple to our daily teaching still lack enough examples or resources. Hopefully there will be more some resources for teachers to self-learn.
2. Have learned by listening how to demonstrate a "Read-Aloud" class, however, has not much clues about how to make it on the paperwork. Therefore, is there any format that we can use to write as a lesson plan for this "read-aloud" lesson?
3. Interested in "Guide-reading" ad "shared/interactive writing"

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1.The form and function of read-aloud.
2.How to demonstrate read aloud in the language classroom.

Wants:
Deep dive into writer's workshop.

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Gots:

Clear about the language skills and related concepts before the read aloud started. Visible way to encourage students to practice the reading skills.

Wants

Please share more about the guided reading and interactive writing.

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The Fountas & Pinnell Systems of Stratgiec Actions

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The Fountas & Pinnell Systems of Stratgiec Actions

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The Fountas & Pinnell Systems of Stratgiec Actions

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Interactive Read Aloud Vivian & Sonia Intermediate 1

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Interactive Read Aloud Vivian & Sonia Intermediate 1

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Experienced  Sharing the planetTeacher：Sunny Ji

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Experienced  Sharing the planetTeacher：Sunny Ji

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Interactive Read Aloud Planner- Jean (Experienced)

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Gots: Ask more than tell to give students more chance to think individually

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Gots: Ask more than tell to give students more chance to think individually

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Wants: To different groups, should we use the same reading texts but different strategies or we should use different texts for same strategies?

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1.The structure of Guided Reading
2. The similarities and differences of Classic Guided Reading and Next Generation Guided Reading

Wants:
Please recommend some good storybooks (fiction/non-fiction) for non-native Chinese students.
Thank you.

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Gots:
1.The steps and details of Guided Reading.
2.Give students more chance and more challenge to think and express.
3.The teacher should be improvise and flexible when dealing with difficult-to -inspire students.

Wants:

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Gots:
1. Clear about the Guided reading steps and inspired of guided question.
2. Got to know the book of "Who's doing the work."
3. The differences between teacher driven reading and students driven reading.

Wants
Please share the training powerpoint on padlet. Thank you.

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1. A very clear picture of Guided Reading. Good job and thanks!
2. Some resources which can be extended to more learning.

Wants
Please share Powerpoint, thanks!

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Intermediate 2 Tracy Huang

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Intermediate 1 Vivian Wang

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In Unit 1 in Novice, we have learned Pinyin. The language central idea is that different tones impact words understanding in Chinese. Related concepts: tones of Pinyin, words meaning. The speaking and writing is to focus on how to be able to read and write Pinyin in the correct way. 

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In Unit 1 in Novice, we have learned Pinyin. The language central idea is that different tones impact words understanding in Chinese. Related concepts: tones of Pinyin, words meaning. The speaking and writing is to focus on how to be able to read and write Pinyin in the correct way. 

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1. What are the LANGUAGE Related Concepts and LANGUAGE Conceptual Understanding/Central Idea (NOT about the unit content)

2. What is/are Writing Focus for this unit.

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Language focus central idea is a great idea to combine with the unit central idea. Thanks for sharing!

Wants:
Looking forward to learning the other reading and writing workshops in future!

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The planning and procedure of interactive writing.

Wants:
Not yet. Will take time to practice the strategies and collect students' data to see how it goes.

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Clear about the concept-driven in reading and writing teaching strategies.

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Gots: Clear about procedure of interactive writing
Wants: Practice the strategies and develop more in the daily teaching.

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Gots:
1.How to implement interactive writing effectively.
2.Concept is very important and is everywhere.

Wants:no

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概念分析讲解得很清晰，有操作性。
互动阅读、互动写作理论联系实际，清晰明了。

Wants：no