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We hope you have enjoyed this workshop. Please take the time to reflect on these questions:
1. How do you think your students can benefit from using S.T.A.R.?
2. What are some concerns you may face?

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1. The class will be able to inculcate a habit of revising or relooking at their writing using a strategy that scaffolds their thought process.
2. How can we deal with students that are overly critical? They might ask their peers to include too many extra parts that end up making their writing lose focus. How can we teach them to pick and choose relevant points?

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1) Students will have better scaffolding when it comes to reviewing and revising their writing. Currently, this area of the writing process is a little haphazard, but with this strategy, the students will have a structure in place.
2) I find STAR to be very useful to help students in reviewing and revising their writing. Though, as a P1 teacher, I will have to adapt STAR to fit the needs of my students who are still learning basic writing skills.

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Will be a useful  strategy writing even in lower primary. Can use it to teach students to add details for lessons on adjectives. Can also teach them to substitute 'dead' words such as said, happy and sad.

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The kids will benefit from the structured way of editing. May be difficult for the little ones but can start introducing one or two and build up from there. Thanks for the sharing!

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STAR - structured way for students to give feedback on writing, apart from editing for SPG. A good scaffold and with the structure, the HP students can develop engaging and interesting content.
Teacher modelling will be important, especially for the LP and MP students.

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STAR technique is very useful for students if they know how to use it correctly. Students can include more details to make their story more interesting or take away words that have been used too often.

As I'm a Lower Primary teacher, my concern would be to think of ways to simplify the technique so that my students can use it in their writing.

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Students will be able to relook into their writing and do it better both for the writer and peer.
For P1, there is a need to build their foundation before implementing the STAR Strategy.
Perhaps, I can start of with teacher modelling.

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Can benefit from smaller steps 1st like using the S part for substitution  for my P3 pull-out students or A part of adding details for P2 pull-out students.
Students might not be able to grasp certain concepts, some of them being non-readers. Teacher modelling will be a good way to introduce the strategy followed by guided practice and slowly leading to individual practice.

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1. With STAR, students will be able to relook into their writing and modify / add on details to it. Gradually, they will be able to produce writings with more content, adjectives and stronger verbs.

2. For P1 students, it may probably be tough for them to do peer editing at this moment. More teacher modelling can be done and they will gradually be equipped with the skills of STAR.

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Very useful and enlightening. Will try 2 aspects(ST) first then go on with the other parts. Thanks .

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I will try marking using STAR for this week’s compo (good deed) as a model for 4 RES.
The class will carry out STAR either in pair or in groups for the next Compo (an accident) in T2W5.
I will share with my EL level Teachers on the outcome of the attempt

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1) They will start reflecting and checking their own writing before submitting. They will be able to identify the gaps in their own writing.
2) Their peers questions may not actually be constructive feedback.  And selecting which question to address will be an added challenge for them.

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1. Students will be able to reflect meaningfully on their piece of writing and hopefully keep this in mind as they write.

2. The learning curve for STAR may be steep for some students, especially for students weaker in english.

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I think the use of START for Situational Writing is awesome. I'll start with that. Thanks for sharing.

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1. It could help our weaker students to feel less "threatened" in meeting the minimum number of words when they write their compositions. This is due to the guidance they will receive through the "Add" component.
2. Using all 4 components of "STAR" can be a challenge even for the middle progress classes. Hence, I could adopt the use of the "Add" and "Rearrange" components.

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It is a good idea for self-assessment and peer assessment as it gives the students some structure on how to develop their content. Currently I use 5W1H - where students consciously ask 5W1H questions to see what ideas are missing and what the gaps are. It is a struggle for weaker kids so this will help them.

As for my marking, I probably would not use it as my students are now familiar with my marking style and symbols so I am afraid to confuse them as at this point they know T as Tense error. Baby steps:)

THANK you for sharing.

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Actually I tried a form of informal STAR with my classes this week during the class writing process. This was also inspired by the PLP Cluster workshop I am attending when we look at the Reviewing process. I put two copies of the class writing side by side, reviewing the one on the right but adding in the one on the left. At each sentence I modeled questions like 'What other verb can we use here' or 'Does this word here sound right?' or 'Does this part of the paragraph make sense in terms of the sequence'? In group writing, I asked students to to the same to their Group Writing where they had to go through sentence by sentence and think about the word choice or information presented.

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Can definitely be a new strategy to try for the P2 students. With practice it can be done. May be I can scaffold and zoom in a few areas at a time

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1. With the introduction of STAR, pupils will be able to better understand and relook into their own writings. A very good tool for Teaching and Learning.

2. For my low-ability pupils, they might find this work very challenging. They are still trying to work on improving their foundation in writing. No doubt, a very good and useful tool. Thank you.

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useful to let students know areas of their writing which are lacking and guide them to see what teachers are looking out for

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The strategies on STAR shared by Rashidah and Jacintha were very useful in writing a coherent composition as we as English teachers allow space for students to do peer editing and in turn improving their content in writing a polished composition.

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STAR is a good way of self-assessment or peer assessment as it makes them think of the details that could be added to make their compositions more complete with no missing gaps. It enables students to be more aware of the way they write like having no repetitions or what words they could use to replace.

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The STAR is a structured way to allow pupils to do peer editing. When pupils peer edit and they need to ask questions , it is a little challenging for LP students . But I do agree that we can try the A first getting the LA students to a paragraph with the teacher modelling / teaching it. When students are familiar , we can move to the  S, T and R ,