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in Pre-writing and editing have scaffolded groups.

In drafting and revising have groups by ability

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Mixed lower and higher ability for prewriting and drafting.

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Mixed lower and higher ability for prewriting and drafting.

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Revising and editing according to ability.

Group 3

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Grouping by similar needs and abilities

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adapt to their English levels

e.g. students with higher abilities can try using advanced vocabulary

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Groups student with similar abilities

Teachers can scaffold students according to their level

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Mixed abilities for pre-writing, more separated groups for drafting to enable space/focus for children who warrant it.

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Group students with similar ability in the revising stage.

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Differentiated expectations: individual and class. Whole class participation.

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1. No. of words

2. Range of vocabulary items

3. Sentence patterns

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use different question types to let student elicit their own answers

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Open and closed questioning, providing room for development and collaboration.

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Familiarise and use high frequency and content words in context.

Apply grammar and punctuation to sentences.

Lean on existing knowledge.

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Less abilities students write 2~3 sentences.

More abilities students can write in paragraphs.

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- Depends on Students ability and exposure to prior knowledge

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Open questions for higher level students

Closed questions for lower abilities students

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Factual questions for low ability students.

More challenging questions for advanced students (eg why? And open ended questions).

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Provide scaffolds like sentence starters

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higher ability: Revise it by themselves

Lower ability: More modelling process

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Support for lower performers, perhaps through visual aids. Draw upon prior reading, for instance higher performers.

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For a less confident writer, start with praise. For an advanced writer, challenge them to refine their craft.

This is the most powerful tool for addressing individual needs.

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Ask targeted questions - know your students

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lower ability

Meet the minimum requirements (grammar & spelling )

Higher ability

higher range of grammar, vocabulary and spelling

More details added

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Guided checklist to support all. Peer checking. Higher ability students can help those struggling.

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Low ability: focus on 1-2 areas only.

High ability: wide range of vocabulary, complex sentences and more elaboration.

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editing checklists, and word banks to support students who need it.

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Give explicit examples but allow for elaboration from higher ability students.

Guide lower ability students to the necessary scaffolding in order to prompt them to read their sentences.

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Verbal and written. Inter-subject. Celebrating all students work with displays etc.

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Ask students to read through their work sentence by sentence.

Model how to edit.

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Higher ability

Elaboration

More challenging

Lower

More scaffolding

Simpler questions

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Peer feedback.

Encourage students to show appreciation for each other’s work.

Teachers to give specific feedback.

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Provide checklists for students to follow, guide students step by steps

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Higher ability

Expect ss to add more ideas

More elaboration

Lower Ability

Change -meet the minimum requirements

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avoid directly point out the mistakes, no criticism

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Less strict on punctuation, spelling, word order errors etc