- each group member gets a role card (with Redemitteln on them as scaffolding):

- language guard - is responsible for everyone speaking the target language

- voice guard - checks if everyone is concentrated and works

- presenter- reads his/her riddle out loud

- writer - fills out checklist with opinions of every group member

- they listen to the presenter and give feedback

- they change roles and repeat the procedure till everyone in the group has presented
- as every child has feedback now, they get back to their own texts and include the feedback of their classmates to improve the riddle

- possible adaptation: check spelling and grammar as well by handing the riddles around to let the other group members check them

- wordbubbles and mindmaps help to have an overview over the vocab

- think about writing criteria

- pets is usually a topic that pupils are interested in → they often have a lot of prior knowledge about it which can lead to more motivation during the writing process

→ those strategies which are trained and writing criteria which are used for the pet riddles also help the children when writing other texts and they can think back to them

Affective strategies: a positive basic setting, self motivation, and setting realistic goals

Social strategies: are aimed at...expressing difficulties in understanding and asking classmates or teachers for help when needed; also the effective use of cooperative forms of learning such as working with a partner or in small groups

Meta-cognitive strategies: serve to organize the reading process such as recognizing the structure of a given text or the weighting of several paragraphs, but also the “finger-reading” technique (as a motorized support of attention and concentration, which can especially help weaker students during their reading process)

In addition, it is important that the learners do not interrupt their reading process instead they should tolerate this “gap” and continue reading for the time being (also called “ambiguity tolerance)

Cognitive strategies: (very essential for making the reading process the way more easier)
a.     Anticipation: students should make certain expectations of the text (e.g. using headline(s), illustrations/ graphics etc.)

b.     Skimming: orientational reading (students get an overview of the text)

c.     Scanning: selective reading (finding specific information or key points in a targeted manner, therefore the Teacher has to provide an appropriate assignment for the Students to focus on while reading!)

d.     Text structure: the subdivision of the text into individual thematic sections provides a more precise overview of what the text deals with in which order (and what does not); margin notes can function as a supporting strategy 

e.     Cyclical reading: repetitive reading foster the text understanding; can also be used as a strategy for understanding difficulties  

f.       Reproduction and summary: expressing or summarizing the content in your own words (It is advisable to switch to L1 if the content has priority) 

g.     Elaboration: linking new information, gained from the text with previous knowledge and establishing a relation to the living world

- it can reduce anxiety: if students know they have a series of separate steps they can follow that break the task of writing down into manageable parts, they will feel less anxiety and struggle in writing

- increase quality: by focusing on each step individually, they can do each better, increasing the quality of their final product

- emphasis is more on creative process and not on end product

- learn that those “perfect example texts” and every other text by an author were not produced in one sitting but are the result of several changes and improvements → not having the most perfect text after the first try is totally normal 

The children write their own weather forecast about their hometown

and design a picture according to their forecast.

+  students have responsibility about their own written product, can be creative    according to their own skills / ideas

+  have fun building sentences of nonsense

+ can be used to link the new vocabulary to words already known

+ Scaffolding included (Ss in group can help each other, stronger ones as Zone der nächsten Entwicklung 
+ differentiation and scaffolding is possible (table on BB, Where and When can be added for stronger students)

+ game character: dice game 

+ get to know how to build sentences, syntactical knowledge, get opportunity to write words / sentences.

+ esplorative learning: Selbst ausprobieren Sätze zu kreieren > language awareness

- some times stupid sentences -> meaning?

- do Ss. really get overview over sentence or just focused on own word?

- Graphem- Phonem Correspondence!

- students need to be on a high level of writing competence 

- how do you correct mistakes? (danger: wrong spelling is memorized) 

Motivation effect (children become aware of how much they can already grasp from challenging texts) + feedback of self-assessment