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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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-The task needs to suit your students' ability.
-Grouping: 2 to 3 people in a group, with at least 1 person from each group that is capable of monitoring the progress.
-learning targets (success criteria) and instructions needs to be specific and simple enough for students to understand. We can use sentence frames, guiding questions and other scaffolding strategies to help our students achieve the success criteria.
- rubrics and self-checklist can be provided to students for them to self-assess, track their learning progress, and set new learning goal. Teachers should choose anonymous weak and strong samplers to demonstrate strengths and weaknesses for students' learning.
- students should all achieve the same success criteria by the end of the lesson. However, teachers should provide different scaffolding according to different learning needs.

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-composition writing
-open-ended questions such as comprehension questions, sentence formation, sentence synthesis, etc

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- the task needs to cater to students' learning needs
- maximum 4 people per group. mixed abilities so that the HP/MP pupils can guide the LP ones
- success criteria and instructions must be explicit (can provide graphics for ease of understanding). teacher needs to go through the success criteria with students first so they can understand what they need to achieve by the end of the lesson
- rubrics and checklist with clear exemplars can be provided for students to self-assess. teachers also need to facilitate and provide timely feedback to students if needed.
- teacher can practice DI in terms of different products or processes

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- composition writing
- oral conversation
- comprehension

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-The task is suitable for a collaborative conversation. Students need to have enough content vocabulary and functional language.
-Grouping and ground rules are also important. Teacher can assign buddies to help LP students. Ensure all the members have opportunities to share their ideas.
-Provide sufficient scaffolding and set clear learning targets (i.e. success criteria). Teacher also needs to provide descriptive feedback to facilitate student conversations,

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- The task designed must be catered to our students needs.
- Group of 3-4 (mixed abilities)
- Explicitly saying out SC and other expectations.
- Rubrics and checklist is required for assessing themselves. Provide sample if possible (HA,MA,LA)

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- The students need to know the success criteria and understand what is required from them.
- Students ability needs to be considered when grouping them.
-Rubrics and checklist will be a great aid for the students.

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- Oral conversation
- OE, Letter writing
- Composition Writing

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- lessons pertaining to writing and oracy.

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Open end question
Composition Writing
Oral (Q3)
CCE lesson

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-Composition Writing
-Oral conversation
-Comprehension

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- Appropriate to students. they have done before. not a new concept

- 3-4 (allow opportunity for students to talk and not become passive)

- minimum 2 period. May need extra period for briefing purposes

- modelling. for LA class, the task must be achievable. scale down

- rubrics

- Scaffolding by the teacher.

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Compo
Compre
Oral
Vocab

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-composition
-comprehension
-oral

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for weaker students, need to guide and provide them with simple scaffolding, suitable vocabulary, template.

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Checklist for them to self-evaluate their writing, sentence stems to guide the writing and guiding questions.

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Comprehension
Picture description/Conversation
Composition writing

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- The task should suit students’ abilities

- Group students from different abilities

- Time

- provide lots of vocabulary for them to use

- Checklist or Rubrics for reference

- Can use DI, high abilities let them talk by themselves, Low abilities let them choose from options

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- The teacher can provide a set of guiding questions to help the students in the discussion.
- Purposeful grouping should be done to ensure a mix of ability in the group. Alternatively, DI can be used. LP students can be given more support by the teacher.
- More time need to be catered for productive discussion to take place.

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Xie Shuang
Composition Writing and Oral

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- Ensure the writing task is appropriate and challenging enough for collaborative conversation
- Ensure that every member of the pair or group is accountable for their work.
- Provide sufficient scaffolding for content and language
- Communicate clear directions and establish expectations or 'ground rules' for talk

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Comprehension
Oral
Composition

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- Composition writing
- Oral practice
- Reading comprehension, including MCQ and open-ended questions.

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- Topic for discussion - task assigned according to profiles of students

- Grouping - 3-4 students ; with assigned roles eg. leader, time-keeper, scribe

- clear success criteria

- guiding questions, sentence stems, content vocabulary, functional language

- teacher walks around to ensure students on right track, provide feedback(may ask more prompting questions)

- based on profiles of students, decide on DI and necessary scaffolding.

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- Build an understanding and suitable scaffolding to guide students in their writing.
- Peer support when students were doing the group work (HP students may help LP students)
- Allow and give time to students to share their thinking, either in group or class

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- Composition
- Comprehension - open-ended questions (SLS platform)
- Sentence formation

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-Teacher needs to do proper scaffolding (LP students)
-Get students to talk about the picture
_get students to understand the helping words given
-Think of the possible phrases which can be used for this composition

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- Composition
-Oral
-Reading Comprehension

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Oral(Reading/Picture)
Composition
Comprehension

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student's ability with the task given

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compo , oral , reading prog

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- The task should come with sufficient scaffoldings.

- The teacher can group the students with mix language abilities.

- to controlled within 20 minutes

- sentence frames, vocabulary, clear success criteria and examples

- The teacher can provide checklists.

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- students abilities
-Use DI
-Provide sufficient scaffolding for content and language.

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-CCE Lesson
- Composition Writing
-Oral
- Comprehension

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Writing tasks, speaking tasks and reading tasks.

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Time factors, abilities of students, DI/scaffolding needed, how does it match and compliment to other strategies.

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1) MP and LP students initially let the HP student take the lead and dominate the conversation until teacher stepped in to encourage them to contribute.
2) Students did not pick up on what was wrong with the original response and were focused on trying to respond to the question only.
3) Students did not use the response frame such as ARREST which they have been taught, so the co-constructed response was still not adequate until teacher stepped in to remind them.

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(HP): Teacher repeats the question again when student appears to lose his train of thought in order to get him back on track. Teacher questions the student again to deepen understanding and encourage the student to elaborate more on his answer.
(MP): Teacher scaffolds the question in order for student to elaborate further. Teacher also paraphrase the student's answer to deepen understanding.
(LP): Teacher is encouraging and provided a safe environment for student to answer confidently, despite not being able to speak Malay. Teacher was patient in paraphrasing the question when student did not seem to understand the question.

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Articulate the Idea:
MA students initiated the conversation by asking the LA student to expand her idea.
Brain Storming:
The HA student tried to connect and rearrange the ideas from different students. She elaborated on the idea for the LA students and encourage her to expand her idea.
Discuss Choice of language & Co-construct the best response:
The students successfully connect the idea: without a proper diet, we will not be able to have a strong immune system. It affects our health.
The teacher offered scaffoldings when needed. She also helped the students to link the conversation to their prior knowledge.
HA students help to finalize the final answers. All students participated in the final step to evaluate written responses.

The students successfully co-construct the answer to the questions in the end.

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CL Rm 10 (Tan Ying, Xie Shuang, Chen Xiang, Jing Wen, Li Bin)

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CL Rm 10 (Tan Ying, Xie Shuang, Chen Xiang, Jing Wen, Li Bin)

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1） LP students was unsure of the meaning of certain word that was mentioned by the HP student, teacher stepped in to explain and afterwards the HP and MP students discuss and clarify to understand better.
2) During the discussion, students were unsure whether eating meat is unhealthy, so the MP student asked if she fall sick from eating meat and from there they clarify each other's understanding and concluded that unbalance diet is unhealthy.
3) LP student said that she was unsure if sleeping late is unhealthy, MP and HP students chipped in and discuss whether sleeping late will cause someone to fall sick and then conclude whether it is unhealthy.

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Composition Writing, Reading comprehension, Oral Exam practices (expanding the idea)

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1. Senaraikan kehendak soalan atau serlahkan kata-kata kunci dalam soalan. Contohnya: gaya hidup sihat, jatuh sakit
2. Senaraikan soalan-soalan bimbingan supaya murid dapat menjawab secara teratur.
Contohnya: terangkan apa itu gaya hidup sihat, berikan contoh bagaimana kamu mengamalkan gaya hidup sihat, berikan contoh penyakit-penyakit yang akan dialami, senaraikan jenis makanan berkhasiat dan tidak berkhasiat...
3. Berikan murid-murid batang ayat supaya jawapan mereka lebih teratur
4. Berikan murid-murid 'talking chips' untuk memastikan setiap murid diberi peluang untuk menyatakan pendapat

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1. Teacher use examples from videos to explain the meaning of 'health' and guide students to think about the examples for unhealthy lifestyle.

2. Teacher explain that there are two parts to the questions: students need to take a stand and substantiate their position with  examples.

3. Remind students about the routines/rules e.g. taking turns to speak before the discussion.

4. Assign roles/use coloured ice-cream sticks to decide the roles. Give out talking chips to students to ensure that even LP students speak up. Give coloured ice-cream sticks to students and pre-assign the sequence for sharing using the colour of the ice-cream sticks.

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1) Teachers can provide a framework and sentence frames for students to follow. Students can learn how to make their answers more structured.
2) The teacher can provide scaffolding (guiding questions) for students to unpack the question.
3) Teachers can provide guidelines (list) of functional language and content vocabulary (sentence frames and vocabulary) for students.
4) Teachers need to explain the success criteria as well as the rules and routines (discussion etiquette).
5) Teachers can group students according to their abilities/ or by assigning specific roles for different students.

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1) The teacher will scaffold the keywords in the questions. ( ஆரோக்கியமான வாழ்க்கை முறை,கடைப்பிடிக்காவிட்டால்,அடிக்கடி நோய்வாய்ப்படுவாய், கூற்றை நீ ஏற்றுக்கொள்கிறாயா)

2. The teacher would teach the students the structure to answer the question- TREE  (Thoughts ( Answering the question with a yes or no), reason, example and experience)

3.  In a group of 4,  highlight the keywords in the statement. List the relevant vocabulary that can be used to answer the statement and write at least one proverb that they think is suitable for the theme. Students will be given roles ( writer, time-keeper, noise controller, presenter). Students to go around the table to provide their response. Every member has to contribute as you go around the table.

4) Structure the answer according to TREE and craft a conclusion with a suitable proverb.

5) check the answer with the TREEc checklist given. Thereafter, record the answer on the class padlet.

6) Afterwhich, in your group evaluate the response of the group that is assigned to you using, using the TREEc checklist and conversation rubrics. Provide stars according to the rubrics.

7) Teacher will then listen and provide feedback.