However, I need guidance on how to instruct teachers and teaching assistants to share the responsibility of helping students find correct instances of the goal and holding them accountable for self-checking.

I would also like guidance on any grammar goals that you notice are missing? Are there other common EAL errors that your students make that you would need a sticker for? I would love to collaborate with someone on improving these. - Sarah Guinon

I would appreciate advice on any prompts that are missing. I would also like advice on improving my AI bots that score and analyse texts.

I would like to find someone to collaborate with to help create more like this.

I would also like advice on how to share this with teachers so that they will use it.

I am looking for someone to collaborate with to improve this material. I would also be interested in advice on encouraging teachers to use this resource in the classroom.

This booklet serves as a reading journal, where students can read (any book that they desire) and take notes at home on the specific reading strategy that I have assigned for the week.

Additionally, I schedule weekly 10-minute one-on-one conferences with the students, as the EAL specialist, to discuss their notes and introduce them to the next reading strategy. I would love anyone’s input on how I can improve this.

I have also collaborated with the mainstream teachers about using the graphic organisers from this book in the classroom as well.

1. I would be interested in collaborating with someone on improving this booklet

2. I would also be interested in input on reading assessments that you all have used with your EAL learners to track progress.

I am seeking someone to collaborate with to improve this bot.

I am seeking someone to collaborate on this to improve. I would also appreciate any advise on how to encourage teachers to use the tool.

https://poe.com/FinnDictogloss

I am interested in finding someone to collaborate with who would like to help create more tables such as these.

These plans include stems that help push grammatical features that my EAL students frequently miss (i.e. third-person singular)

I would be interested in collaborating with someone on making more plans such as this if you work with a similar year level.

Step 1: Text Type: Look at a model and discuss features that make it the certain text type

Step 2: Discuss specific vocabulary that you would see in this text type

Step 3: I DO Show them a model plan and text

Lesson 2:

Step 4: WE DO Co-construct a part of a plan and text (10 min max each lesson)

Step 5: YOU DO Students write using the same plan/model (20 min+)

[rinse and repeat lesson 2]

...until the text is complete. This could mean that you just did the introduction one day, the body the next day....or developed a character one day, the setting description the next..

End class with vocabulary for the next lesson or for the next week. Easy to implement and provides students with:

• more time to process

• time to translate / make meaning in their home language

• when students hear/see these words in class the next day/week, they are able to make connections with their preview.

So, students 1 by 1, run to the text, read it, run back to their group, repeat the text, and a scribe from the group records. Then, a new group member becomes the runner and the runner becomes the scribe. Roles are exchanged in this way until the text is reformulated. Then, as a team, they use the information to complete a task (like answer questions).

This is fun! Students enjoy this and it helps them practice speaking with clarity, reading, remembering, and listening to others.