• Spend 2 minutes to process, integrate, organize and compose what you have heard and learned about today.

学到了很多教学点子，想迫不及待地实施在班里面。

对自己的教学得到很好的反馈，也帮助自己反思在接下来的教学中还有哪些是可以改进的。

这种新的教学方式也激励了自己自我提升的意识，比如要如何把字形结构或者偏旁部首深入浅出，让孩子们快速有趣地掌握。

Next step: Small group teaching. Rotation of groups with TAs to enhance their oral skills by incorporating UOI vocabulary words with activities and games.

在接下来的课堂中，我将采用更加结构化的教学方法，确保每一个学生能在认字方面稳步前进，并且通过有效的评估来调整教学策略。这次培训对我的个人成长提供了极大的支持，让我更注重课堂的有序性和学生的学习整合，从而提升整体的教学质量。

1. It can be taught in the target language.

2. It can be student-centered. The teacher can use valuable time to support those who need it.

3. It doesn't require extensive preparation for every lesson.

4. It must have a clear focus, such as 识字 or 语法, once the activity is designed.

Moreover, both demo sessions were incredibly useful in clarifying the "what," "why," and "how." They inspired us to improve and reinforced our determination to keep progressing.

1. 用手指着空白书页，说出想写的内容。

2. 在每一页快快画出想写的内容。

1. 小小课，学习一组新词语（春天，秋天，夏天，冬天）

2. 独立研究，朗读字词，思考哪些字词和“树”有关，记录下来。

3. 在Seesaw上发表研究，说一说“树”和……有关，因为……

1. 一种说明文的基本结构：从主题到细节说明。

2. 学生构思，选择想写的话题/主题，老师记录，展示如何使用构思图帮助我们构思。

3. 作家在构思时，可以快速画出想写的信息和细节，也可以写出关键词提醒自己要写的信息。

1. 什么值得庆祝？

2. 什么仍旧困惑？

3. 我们还需要知道什么？

1. 选择阅读文本的时候，根据学生的词汇量N+1，找到合适的书。

2. 在写作文体上可以更加有创意，海报等。

1.我学习了从计划到实施的阅读策略，如互动朗读、共享阅读、小组学习等。通过精讲重点词汇、设定清晰目标、根据学生实际水平选择文本，从而提升学生的语言的表达能力。

2.通过Dr.Yuri提供的教学案例，我意识到要有目的的设计好阅读教学，这样既能激发学生兴趣，也能促进他们的语言学习，即便是复杂文本，通过老师的解码，解释较难的词语，学生也能学到相应的知识,让学生自信阅读，同时也对阅读产生兴趣。

这次PD非常有收获。感谢。

1.我学习了从计划到实施的阅读策略，如互动朗读、共享阅读、小组学习等。通过精讲重点词汇、设定清晰目标、根据学生实际水平选择文本，从而提升学生的语言的表达能力。

2.通过Dr.Yuri提供的教学案例，我意识到要有目的的设计好阅读教学，这样既能激发学生兴趣，也能促进他们的语言学习，即便是复杂文本，通过老师的解码，解释较难的词语，学生也能学到相应的知识,让学生自信阅读，同时也对阅读产生兴趣。

这次PD非常有收获。感谢。

2: 对Share reading 和 Read a aloud 的活动，有了更清晰的了解。

Furthermore, I would like to try for the children to recognise character formation through Chinese character shape patterns. Overall, this PD had brought a deeper understanding on how I can carry out Mandarin activities meaningfully.

I found both the large group and small group reading strategies particularly helpful and plan to implement them in my teaching. In large group settings, I would like to incorporate hand gestures, “stop and draw” moments, and discussions with elbow partners to deepen comprehension. For small group work, I aim to group native speakers together to read developmentally appropriate books and encourage them to retell the story in parts or construct their own story.

The session on reading strategies covered interactive read-alouds, small group and independent reading was very helpful for all the teachers and teaching assistances. A key takeaway was the importance of setting clear objectives and to secure the reading time. For small group and independent reading, we learned the importance of providing age-appropriate decodable books and differentiating support based on students' language levels.

We hope to implement these strategies through intentional read-aloud experiences and varied approaches that engage children, with the goal of supporting their interest in reading and contributing to a strong foundation for oracy and literacy.