Effective teachers’ strategies to teach writing remotely.
What are the activities you could do to support your students to become independent and effective writers? What are the management tips you could use to maintain the flow of your teaching? In this webinar, we will discuss your concerns and share our solutions for you.
Feb. 27, 2020
Are you ready to teach writing? Management tips and instructional strategies for lauching writing lessons
You can download slides presented in the webinar here.
Recording of Webinar on Feb. 27, 2020
Recording of Webinar on Jan. 30, 2020
Recording of Webinar on Dec. 5, 2019
Recording of Webinar on Oct. 24, 2019
In this webinar, Pearl discussed the importance of “Reading Standards”. She used three different levels of planning process for discussion. These examples included a standard-based Read Aloud by Pearl, Reading Curriculum Map shared by Denver Language School and Steps of Preparation for Reading Curriculum Mapping.
在本次网络研讨会中，Pearl讨论“Reading Standards“的重要性, 来源, 以及应用。其中，Pearl以“Reading Standards”为基础设计了一堂示范课并向老师们展示了“ Reading Standards”的运用。同时在DLS的支持下，Pearl分享了阅读大纲设计的案例和设计前的一些准备步骤。
Recording of Webinar on Oct. 18, 2018
In this webinar, Pearl discussed with teachers how to identify “Reading Objectives” based on students’ level using Level Chinese assessment data, integrate reading standards into textbook Read Aloud and flexibly use Better Immersion passage to build students’ language/reading foundation in order to connect and support deeper social studies learning. A snapshot of curriculum mapping, sample reading lesson plan using textbook story, ways of structuring literacy stations/small group Read Aloud lessons to enhance reading comprehension and fluency are also shared by Pearl and Denver Language School to support this discussion.
Recording of Webinar on Nov. 1st, 2018
In this webinar, Pearl shared the common challenges in implementing Non TextBook Curriculum and the suggested solutions to address these concerns when planning and integrating language and literacy within content learning. She discussed with teachers how to realistically plan out social study units based on students’ proficiency level，how to differentiate the instructional material and activites to balance content and language learning especially when there are students with multiple reading levels in the same class, and how to identify appropriate reading objectives to integrate into content related Text(A Nonfiction Book) Read Aloud to further support Social Study Unit. A snapshot of curriculum mapping, curriculum resources and sample reading lesson plan using appropriate content related text are also shared by Pearl and Braddock Middle School in ACPS Maryland to support this discussion.
在本次的网络研讨会中，Pearl分享了在没有使用教材的中文项目里有哪些共同的问题和挑战，并提出了解决的方法。她和老师们讨论了如何根据学生的语言水平“实际“地设计社会科学课的学习单元，如何调整教学材料和活动的难易程度照顾阅读水平参差不齐的班级并且平衡学科内容和语言的学习，以及如何筛选阅读目标融入阅读课支持社会科学课进行更深入的学习。同时Pearl和马里兰州ACPS学区的Braddock Middle School也在会议中分享BMS 六年级中文浸入式项目社会科学主题单元设计的片段、设计思路和学科内容相关的阅读课设计和实施。
Recording of Webinar on Nov. 15th, 2018
In this webinar, Pearl discussed with teachers why setting up a reading routine is so important and how to implement reading routine consistently in early childhood classrooms. Through observing a Kindergarten interactive read aloud lesson, using Level Chinese resource, taught by Eve laoshi at YuMing Charter School in CA, teachers are able to see what an interactive read aloud looks like. After the observation, teachers discussed and learned what early literacy skills and strategies can be used to plan student learning effectively.
在本次网络研讨会中，Pearl 和老师们讨论了为什么”Reading Routine” 很重要以及如何在日常教学中持续性地实施Reading Routine。通过观察和学习加州育民公立特许学校幼儿园的Eve老师使用了Level Chinese早期阅读读本Level A 《日期》上的一节精彩有效的幼儿园互动式大组阅读课，老师们了解了幼儿园阶段儿童如何习得早期阅读知识、技能和策略，并讨论和学习如何有效设计和实施幼儿阶段阅读教学。
You can download slides presented in the webinar.
Recording of Webinar on Dec. 6th, 2018
In this webinar, Pearl discussed with teachers what Chinese ‘Interactive Read Aloud’ looks like in the lower elementary classrooms. Using students’ most recent Level Chinese assessment data, Pearl and Hu laoshi at John Gill Elementary School in California, determined the read aloud book which would be appropriate for students’ instructional level. Through intentional planning of the Level Chinese Informational Text reading standards, Hu laoshi implemented an Interactive Read Aloud lesson. During the webinar, teachers saw Hu laoshi used a Level F nonfiction book (Simone Biles), modified biography graphic organizer and scaffolding reading activities and strategies to support students understanding. Hu laoshi reinforced the language and concept of the current history unit and built comprehension of this Read Aloud Book . After the observation, teachers discussed and learned what skills and strategies can be used to plan for and implement Lower Elementary Read Aloud effectively.
在本次网络研讨会中，Pearl 和老师们讨论了在小学低年级进行中文Interactive Read Aloud有什么特点和为什么如此重要。通过John Gill Elementary School的Hu Ke 老师使用最近一次学生Level Chinese 阅读测试数据分析了学生要复习的语言阅读目标和选择一些适合的Informational Text阅读目标后，并选出适合这次Read Aloud阅读课的非叙述文读本(Simone Biles)，亲自上了一节精彩的二年级中文阅读课。老师们通过学习和观察了解到如何使用这本Nonfiction分级读本进行互动式阅读教学，使用人物传记思维导图去理解和学习按照时间顺序的说明文文章结构，以及一步步引导和建构学生理解和复习语言知识和学科概念。观察完录像课后，老师们还有机会提问、讨论、分享和学习如何有效设计和实施小学低年级“互动式的阅读教学“。
Recording of Webinar on Jan. 17, 2019
In this webinar, Pearl discussed with teachers what Chinese ‘Interactive Read Aloud’ looks like in upper elementary classrooms. Pearl collaborated with Huang laoshi at John Gill Elementary School in CA. Huang laoshi used Level Chinese assessment to determine Level H is the appropriate instructional level of her 3rd grade students. Pearl and Huang laoshi selected the Level H fiction book (Sports in Summer) as the read aloud book. Through intentional planning of the Level Chinese Fiction Text reading standards, different levels of reading activities were designed to support students’ comprehension at the Read Aloud lesson on Day 1. These activities include engaging students in discussions using “Prediction” with sentence stems of “I see… and I predict…”, “Picture Walk” with sentence stems of “I see…, I think, and My question is…” , and modified fiction graphic organizer for getting information about when, where, who, characters’ points of view, story conflict and resolution in the book during the “1st Read” by Huang laoshi. During the webinar, audience saw classroom video of Huang laoshi instructing to the plan. After watching the classroom footage, the audience discussed the skills and strategies used to plan and implement Upper Elementary “1st Read” focusing on reading comprehension effectively.
在本次网络研讨会中，Pearl 和老师们讨论了在小学中高年级进行中文Interactive Read Aloud有什么特点和为什么如此重要。通过John Gill Elementary School的Winnie Huang 老师使用最近一次三年级学生Level Chinese 阅读测试数据，分析了学生要复习和加强的语言阅读目标。Pearl和黄老师选出适合这次Read Aloud阅读课的叙述文读本“夏天运动”，并由黄老师亲自上了一节精彩的第一课时的中文阅读课。在此次阅读课中黄老师通过实施不同的阅读理解活动和使用不同句型引导学生对读本故事内容进行讨论。这些活动包括在“预测”活动中使用句型“我看见……和我觉得这是…….故事“、”图片和文字环游“ 活动中使用句型”我看见….. 我想/我认为….. 我的问题是……“、以及帮助学生在老师进行第一次读本朗读过程中寻找和记录读本关键信息的叙述文“思维导图”。通过思维导图寻找的关键信息包括故事发生的时间、地点、人物、人物观点、故事冲突、以及如何解决问题等。观察完录像课后，老师们还有机会提问、讨论、分享和学习如何有效设计和实施小学中高年级“互动式的阅读教学“。
Recording of Webinar on Jan. 31, 2019
In this webinar, Pearl started the discussion about what ‘Guided Reading’ lessons look like in general in Chinese classrooms, why implementing guided reading is important. Pearl shared the practical planning steps prior to implementing Chinese Guided Reading lessons. Pearl also collaborated with Yuching Laoshi at Washington Yu Ying Public Charter School to plan and implement the Guided Reading lessons and literacy stations for Chinese reader workshop. After watching the classroom footage, the audience had the chance to discuss the skills and strategies to be used in the Guided Reading video, reflect and ask questions.
在本次的网络研讨会议里，Pearl和老师们首次讨论了“Guided Reading”的特点，重要性，并分享设计Guided Reading需要做哪些准备工作。Pearl也和华盛顿育英特许学校五年级的Yuching老师一起设计、并由Yuching老师在班里实施Guided Reading 小组指导性阅读课教学。同时展示老师在做小组阅读教学时，其他学生独立完成听说读写方面的“小组活动”。通过观察短录像课，老师们有机会讨论Guided Reading教学活动里用了哪些阅读技巧和策略，有机会思考，也有机会提出问题并和其他参与者讨论问题。
You can download slides.
Recording of Webinar on March 7, 2019
In this webinar, Pearl continued to discuss with teachers what Day 2 Chinese ‘Interactive Read Aloud’ lesson looks like and continued to discuss in upper elementary classrooms . After 3rd grade students had general understanding of the Level H fiction book (Sports in Summer) in the First Read lesson in the last webinar, Pearl and Huang laoshi from John Gill Elementary School selected Level Chinese Fiction Text reading standards and implemented appropriate reading activities to explore deeper comprehension with her students. Role play was also introduced and practiced in the end of this lesson to make more connection with building students’ independent reading. After watching the classroom footage, participants discussed the skills and strategies used to plan and implement Upper Elementary “2nd Read” more effectively.
在本次网络研讨会中，Pearl 和老师们一起回顾和复习小学中高年级的Interactive Read Aloud有什么特点。在2019年1月31日的网络阅读研讨中，老师们观摩和讨论了录像课《夏天运动》的第一课。在John Gill 三年级学生对此读本故事初步理解的基础上，Pearl和黄老师一起挑出适合第二课时的阅读目标以及设计学生可以通过学习这些阅读目标而进一步理解读本的阅读教学活动。这些语言目标包括故事人物的情感语气、句子中逗号的用法和断句的学习等等。同时，老师还介绍了Role Play（表演读本）的方法，让孩子们在小组里通过自己的语言把故事演出来从而锻炼独立阅读的能力。老师们还有机会反思、提问、讨论、和学习如何有效设计和实施小学中高年级“互动式的阅读教学“的第二课时。
Recording of Webinar on Feb. 21, 2019