Download Hanford Production Reactors - Technical Specs PDF
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Extra info for Hanford Production Reactors - Technical Specs
Sample text
Given free choice of format, and away from class distractions, he had enjoyed writing and had produced more than ever before – his criterion for success – but the content was a series of undeveloped events only tenuously linked to the subject. I asked why he hadn’t used any description and was told that that would be too difficult; the commentary had been much easier because he could draw on his experience in life and from television. I set about planning a week of work on descriptive settings using only timetabled time, and with no additional adult support, which would give Julius the time and support he needed to produce writing which met the NLS objectives as well as his and mine.
This is particularly critical for pupils whose English is not yet fluent and secure. Eventually, of course, bi- or multilingualism will become a major strength in their understanding of language, but while bilingual children are getting to grips with two (at least) languages, teachers need to develop carefully structured ways to help the move towards confident literacy. As Constant Leung points out in English as an Additional Language: Language and Literacy Development, whilst every teacher is expected to pay attention to the language needs of bilingual pupils, EAL is still not a specialist subject in initial teacher training (Leung 2000).
There are different learning approaches which need to be taken into account which do not seem to be strongly gender marked, for example, risk-taking/caution and visual, auditory, kinaesthetic, constructional, social, verbal/symbolic, practical. In general, the study demonstrated that providing a range of writing opportunities not only allowed individuals to show their strengths in different forms/genres but raised standards because once they had succeeded in some forms they felt more assured about trying other forms of writing.