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- Nature of task

- Grouping

- Time

- Scaffolding required e.g. success criteria

- Monitoring (assessment and feedback)

- Student profile and differentiation

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- Nature of task - e.g. improving a paragraph in a story by adding in appropriate Show, Not Tell phrases
- Grouping (3 to 4 students in a group, depending on the class size)
- Time - 30 minutes
- Scaffolding - Students will be able to identify the 'Tell' words and replace them with Show phrases, (from the WoW booklet [content & functional vocabulary], provide them with a list of sentence starters or questions they need to address during the discussion
- Monitoring - students rewrite the paragraph with the modification made to show the words they have replaced, ensure they have addressed all the questions put forth, and assess the accuracy of the language used (in terms of spelling and tenses)
- Student profile & differentiation - teachers can assign a group of students with mixed ability to foster collaboration or assign a more challenging task to a group of HP students where lesser scaffolding is provided

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- Nature of task
Sensory descriptions. Split class into groups of 5. Assign one of the five senses to each of the students in each group. Pick one noun at random. Ask each group to write about the noun they chose, with each student describing it only in the context of their assigned sense.

- Grouping
5 in each group, one for each sense.

- Time
10 mins

- Scaffolding required
success criteria, helping words, pictures, drawings, act it out, videos, teacher modelling as example

- Monitoring (assessment and feedback)
Ask the students in each group to put their descriptions together to make a full picture and share with the class.

- Student profile and differentiation
Children to change senses and try again to describe a different noun. Can split groups into HPMPLP groups of 5, then provide different levels of scaffolding.

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Gdocs, Wiki, Padlet
Can even be applied as blended, HBL through Zoom and classrooms.
Brainstorming of ideas before writing, research before writing.

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1) Open-ended task - maybe writing an introductory paragraph of a composition
2) Group of 4
3) 20 min (ensures that they are on task and not digressing)
4) Must be able to speak respectfully to one another and practise turn-taking (teacher must demonstrate first); having the success criteria clearly presented  (maybe in the form of checklist so that they can self-assess too) to ensure they are on task
5) Checking off of checklist
6) Uncertain if it should be homogeneous (teacher will need to park self with LP) or heterogeneous (HP students will dominate); or what if the entire class is LP?

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1) Nature of task:

- familiar task whereby students know what is expected, yet challenging enough for collaboration to allow them to discuss and work out a product to present/explain

2) Grouping: 2 to 3 people

3) Time: 30 min

4) Scaffolding required e.g. Success Criteria:

- to identify the I, RA, C, FA, C of a passage/story given, perhaps (Compo or Compre)

- to pick out the focus of each paragraph of the story, perhaps, the ‘picture’ which will be given, so 4 pictures for the whole story.

- to give the story a suitable title/theme

5) Monitoring (Assessment and Feedback):

- Product produced and class discussion after students present

6) Student profile and differentiation:

- Mixed ability, pairing HA to help LA, MA+MA, and Teacher to guide the weakest LA children who need extra help

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Best to be face-to-face lesson, and/or incorporate SLS ITT or subgroups to allow discussion in DI groupings, but ultimately must have f2f discussion to round it up.

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We can collect initial responses using ITT tool or other collaborative ICT tools. Then bring the responses to the classroom and have a f2f discussion on how we can select and build on each other responses.

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Nature of task - P2 Applying FAT (feelings, actions and thoughts) to the main character of a story.

Grouping -4 to 5 in a group

Time - 30 min

Scaffolding required - providing sentence starters and talk moves cards to students, sharing an examplar from previous class writing on the use of FAT for a character. Getting students to identify how FAT can use “show not tell” phrases from the WOW phrases book. To read class writing done from the day before.

Monitoring/assessment - pick good and poor examplars, get students to discuss on how they can improve on each other works.

Student profile and differentiation - HA groups, MA-LA mixed groups, LA-LA students to be guided by teacher/MA-HA student

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- What are the tasks suitable for P1? Writing Tasks, Grammar quizzes, Reading Comprehension?

- Student profile and differentiation/groups?
Pair work or Group work (Mixed ability or similar ability/with or with teacher-assistance)? Differentiation in terms of tasks/level of support/product or process?

- Time (in class or online?)

- Scaffolding required (Clear success criteria/rubrics in student friendly language/practice in use of talk moves to facilitate productive academic discussion)

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In P1 - Writing Tasks, Grammar quizzes, Reading Comprehension

To first practice in class face-to-face (talk moves/pair work/how to understand the task requirements/use of rubrics for evaluation of task)

As students gain confidence, possible to move some of the Collaboration segments online (evaluation of a piece of work via poll function, written or audio explanation for evaluation, edit online in group or individual)

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- Nature of task: What are the key areas that students currently need to target most to progress in their writing. What kind of writing are we targeting in the first place. For Primary 1 students, we could target complete sentences (subject-verb-complete thought first and punctuation).
What are the current units or themes where we can use the targeted vocabulary already taught to elicit their content vocabulary.

- Grouping: 3 pax (to ensure they have enough pax for contribution. To ensure maximum participation). Mixed ability

- Time (Keep task short. e.g. Write/ edit short paragraph. P1 students have shorter attention spans. Better that they end with success so they feel like doing more in future. )

- Scaffolding required e.g. success criteria. First ensure they learn what is a complete sentence more explicitly. P1 syllabus has started to teach this with the activities but we could use the subject-verb-complete thought poster to drill this into them.  Maybe target just subject-verb sentence formation. Then subsequent lessons, add in the complete thought. For HP students, or students with faster progression, we could add adjectives, etc.

- Monitoring (assessment and feedback). Checklist needed while they do the writing. Can teach them talk moves techniques by gradual introduction.

- Student profile and differentiation. Can assess them first before deciding how to group them. Whether we will hit learning targets better in mixed ability or same ability grouping. Can change groupings depending on learning targets.

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- Nature of task: open-ended comprehension, or group writing

- Grouping: 3-4 in a group

- Time: 20-30 mins excluding teacher modelling

- Scaffolding required e.g. success criteria. teacher modelling of comprehension strategies such as surface/deep annotation of passage, question annotation (Teacher gets students to annotate passage and generate questions collaboratively. Provide template for group writing, sentence starters/helping words and phrases/guiding questions especially for LP students)

- Monitoring (assessment and feedback):
compre: if students are able to identify main ideas in the passage; answer comprehension questions correctly
compo: pick out a writing piece and ask the class to share good points and AFI (how they would improve the writing) of the writing

- Student profile and differentiation:
groupings should be heterogenous and consist of students of mixed abilities (full LP group may not be able to generate meaningful conversations and discussion)

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1) Compre OE, Visual Text and Sit WRT
2) 2 - 3 students in a sub-group
3) DI -  Divide the class into two teams. Team A consists of sub-groups MP/LP students. Team B consists of sub-groups of HP students. Tr scaffolds Team A.

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Classroom - f2f or breakout rooms (Zoom)

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F2F, SLS ITT, Padlet

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Collaborative learning through ITT , F2F

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1) What component in EL, e.g. Situational, Compo, Compre OE
2) Max 5 students in a group, ideally grouped by readiness
3) DI by product, e.g. LP tackle baseline questions and DI by process, teacher scaffolding for LP groups
4) Share good and weak examples.

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1) Open-ended compre, SBC and SW.
2) Ideally 2-3 students in a group.
3) There is the need to use DI, taking into consideration students' learning needs and ability.

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- The students read the story and identified areas of which needed improvements.
- They took turns to share their opinions.
- Students asked questions to determine how best to improve the writing.

HP: Gave a lot suggestions.
MP: Receive support from HP and engaged HP to  ensure that HLP was able to cope with the work.
High LP: Received guidance and directions from her peers.
Teacher: Ask questions to illicit thinking and provided ideas for students to improve the writing. Gave suggestions to improve the tenses/adverbs/etc sentence structures.

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- students able to pick out the areas for improvement
- teacher facilitates when students are stuck / quiet
- HP students seeks opinions of MP and LP students while giving suggestions.
- MP and LP students are able to contribute once HP student start the discussion.

HP student:
- marked the work
- suggested many WoW phrases but replaces quite a number of simple adjective with something more complex
- brings in values and themes into the writing
- over-describes and gives too much details for unimportant parts
- takes in most ideas from MP student and corrects her mistakes

MP student
- speaks in broken english most of the time - tends to write the story using direct speech
- unable to spell and has limited vocabulary
- suggests a lot of sound effects like "yum!" - tends to digress.

LP student
- tends to agree with everything the HP and LP says
- brings in personal experiences, though can be out of point / digress
- suggests funny but "unacceptable" ideas like dying
- understands the assignment after HP, LP and teacher explains
- overly quiet

Teacher
- helps when students are in need or stuck
- gave suggestions and corrects grammar

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- The students first took some time to read the paragraph.
- HP: Eager to get started on the task and suggested a WOW phrase to use in the beginning of the paragraph (A gentle wind blew and caressed my face...)
- Students thought it was a good WOW phrase to use
- Teacher asked students how the WOW phrase can fit into the paragraph
Later on.. students came to the realisation that the use of some phrases may not be related to what is being written (not relevant) and decided not to include those phrases.

LP/MP asked many questions, which were helpful in surfacing gaps in the writing content e.g. Who is everyone? "I think we should make clear the characters..." / How do we know Mother is angry?

Students were able to engage in collaborative talk using sentence starters like "I think... What do you think? I agree with what ___ said... Maybe we can... Let's include some thoughts because ___ said we have EAS but no thoughts..."

Teacher's facilitation helped students to work around gaps in the story - pointed out a gap in writing content and got students to think about how to improve it.

In summary, students had a common goal (of improving the paragraph) and helped clarify with one another what is expected of them (what EAST stands for, etc). They worked closely together to see what is lacking in their writing and how they can show EAST and include WOW phrases to improve their writing.

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Instructions:
- Every member must contribute two ideas in relation to:
- EAST
- 3 WOW Phrases in one paragraph
- Students must complete a separate checklist of the tasks that should be done.
- Highlight and label the improved passage itself showing done tasks (EAST, WOW Phrases)
- Each student given a different colour marker to show their contribution to the writing, making sure everyone is doing it.

*Individually, students can write EAST on the right and cancel out what has been done

Guidelines:
(Communication Norms)
- Positive words during instructions
- Active listening
- One person speaks at a time
- Be respectful

Scaffolding:
- Talk moves printed on sticks
- Access to WOW phrase booklet/adverb/vocabulary list
- I do, we do, you do
- giving them an example of how it should be done
- Showing (good) examples of students work

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Group Norms:
1) Take turns.
2) Be respectful. Don't interrupt.

Task Guidelines:
1) Provide EAST and WOW phrases as reference.
2) Assign roles / checkers for the different components eg. one student looks into E, another one looks into A and etc.
3) Provide a writing checklist for the group to check/edit their work
4) Read and check through the paragraph
5) Provide guiding questions to scaffold students' understanding (closing the gaps in the story) eg. Who are the characters? Where is this taking place?

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Instructions

1)  Assign a leader to read the story and guide the group.

2)  Use ‘See-Think-Wonder’ thinking routine to ask questions from members of the group.

3)  Use ‘Talk Moves’ stick / 'Let's Talk cards' and everyone participates using sentence starters

4)  Rewrite the introduction given using onomatopoeia, vivid description or dialogue using different coloured markers assigned to each of you.

Materials needed:

· WoW booklet for good phrases (with the page numbers for: Start of the story, Saying verbs, Sentence starters)

· Checklist with meaning/examples of EAST, WoW, onomatopoeia, vivid description or dialogue

· 'Talk Moves' stick/ 'Let's Talk' cards
· T imer so that each member can talk for 1min at a time.

· Coloured markers for each person’s contribution

Rules for a good effective collaborative conservation

1) Everyone must participate and contribute.

2) One person talks at a time. Everyone else listens.
3) Be respectful and agree to disagree. Use kind words.