School Support Plan (PPKBIS)

E. Opinion Frames.
Essays and paragraphs are sometimes written to present arguments and information from differing
viewpoints. Such a piece of writing usually consists of:

 a statement of the issue and a preview of the main arguments (e.g., Our school is trying to
decide whether to have uniforms. Some pupils think that uniforms would improve school
spirit and help improve academic achievement, while other pupils argue the opposite....)

 arguments for and supporting evidence (e.g., Many private schools have uniforms and
they have great school spirit...)

 arguments against and supporting evidence (e.g., Many pupils feel very strongly that
uniforms deny them their individuality...)

 recommendation given as a summary and conclusion (e.g., One group wants.... While
another group wants... I think...
**Note: This simple type of opinion paper leads naturally to the writing of argumentation,
a form increasingly used as pupils go through high school. It is a form of writing that is also
a natural extension of oral debate and discussion.

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Example: 1

 There is a lot of discussion about whether ...
 The people who agree with this idea, such as_____ claim that______
 They also agree that A further point they make is ...
 However, there are also strong arguments against this point of view believe that...

They say that ...
 Furthermore they claim that...
 After looking at the different points of view and the evidence for them,
 I think.... because...

Pupils could make notes using the following format:

 The issue we are discussing is whether

• ....

• ....

 Arguments for Arguments against

• .... ....

• .... ....

• .... ....

 My conclusion, based on the evidence...

 Or ...

 After looking at all the arguments, I think...

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F. Persuasion Frame.
Persuasive writing takes many forms from commercials and slogans to petitions and editorials. The
primary purpose is to influence and change opinion or to promote a particular point of view or
argument, unlike an opinion paper which considers alternative points of view. A piece of
persuasive writing (essay) usually consists of:

 an opening statement (the thesis) often in the form of a position
 the arguments, often in the form of points and elaboration
 a summary and restatement of the opening position
Example 1
 Although not everybody would agree, I want to argue that...
 I have several reason for arguing this point of view.
 My first reason is...
 A further reason is...
 Furthermore...
 Therefore, although some people might argue that...
 I think I have shown that...

Example 2:
 I think that...
 because...
 The reasons for my thinking this are, firstly...
 so...
 Another reason is...
 Moreover .... because....
 These (facts/arguments/ideas) show that...

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Appendix 1B: Conferencing

Group Roles
Successful groups have a good balance of members who are capable of playing various roles.
The following approach can at times be used to create this awareness.

1. Leader/Checker
 checks to make certain that group members understand the task
 defines the problem, helps others to be clear on a procedure to follow, starts group

activity
 checks that everyone agrees with the group ideas/answers
 contributes to the discussion

2. Encourager/Praiser
 praises group/individual for sharing, helping, listening or checking ideas
 shows regard for others by giving them recognition
 accepts contributions
 contributes to the discussion

3. Active Listener
 listens well to others’ ideas
 responds to what others say and paraphrases in order to make certain everyone

understands
 looks for ideas and asks others to contribute
 contributes to the discussion

4. Recorder
 records group answers/ideas once all members agree
 helps keep the group on task
 pulls together related ideas
 contributes to the discussion

5. Observer
 records the interactions on an observation sheet, but does not get involved in the

discussions
 notes who speaks and the number of times, who speaks to whom, the patterns of

speaking – whether to individuals or to the group

(Source: http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/english/eng1202/Appendices_B.pdf)

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Appendix 2 – Sentence Starters

Easy Words to Use as Sentence Starters to Write Better Essays
By Virginia Lynne

These tips and transition words help you resist the old habit of simple subject-verb sentence
structure and develop richer and more nuanced ideas. By adding these transition words to your
sentences, you link your ideas more effectively. These transition words make your writing sound
more professional and less like spoken language.

Using Transition Words to Start Sentences
The most important tip for improving your writing quickly is to follow one rule:

Tip #1: Start every sentence in a paragraph with a different word. How? Here is my step-by-step
guide:

 Use the transition list as you write: Think about how the sentences in your paragraph are
related to one another. If you are comparing and contrasting two ideas, then use the
"Showing Contrast" transition words (see list below). Are you writing about steps in a
process? Then use the "Adding to an Idea" transition words below. When writing about
something that happened, use the "Sequence/Time" transitions I've provided.

 Using the transition list while you are revising: Sometimes, it is easier not to worry about these
words until your final draft stage, especially if you are a beginning writer. How do you do
this? Use the following tips:

1. Go through your first draft and circle the first word in every sentence.
2. If you use the same word to start a sentence twice in a paragraph, then you need to

choose another transition word and re-word the sentence.
3. How to choose transition words? Think about how each sentence fits with the one

before it.

➢ Does this sentence add information?
➢ Then use "moreover," "furthermore," or another word that adds to the idea.
➢

If this sentence contrasts with the previous sentence, you might use "however" or "on the
other hand."
➢
If it is a time sequence, use "next," "then," or consider using "first," "second," etc.
➢
Don’t use the same transition too often. Also, don't forget the comma after the transition
word and don't forget to put the subject of the sentence after the comma.

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Transition Word List

Words to Show Words to Add to an Words That Show Words That Add
Contrast Idea Consequence Emphasis
although accordingly admittedly
besides additionally as a result above all
also because as a rule
conversely again consequently as usual
however due to assuredly
in contrast as well as for this reason certainly
in comparison besides for this purpose chiefly
instead comparatively hence especially
likewise consequently otherwise granted
nevertheless coupled with
on the one correspondingly since generally speaking
hand…on the other
furthermore so then for the most part
hand subsequently in this situation
on the contrary in addition no doubt
indeed therefore (undoubtably)
other than obviously
thereupon of course
outside of in fact this is why ordinarily
particularly
rather identically thus singularly
similarly likewise wherefore unquestionably
usually
yet moreover
still similarly
whereas whereas

Tip #2: Use a Variety of Words When Citing Examples

especially for one thing in particular specifically
(particularly)
chiefly as an illustration this can be seen in
for/as an example illustrated with/by markedly such as
namely
for instance in this case including

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Tip #3: Use Different Words to Order Events and Sequence Time

first... second... third... currently with this in mind in turn
generally... during for now later on

furthermore... finally earlier immediately meanwhile
in the first place...
also... lastly eventually in the meantime next
to be sure...
additionally... lastly finally for the time being then

first... just in the same first of all the next step simultaneously
way... finally to begin with in conclusion soon
in the first place while
basically... similarly... in time
as well as
afterward
at first

Tip #4: Use Interesting Words When Summarizing

after all in any event in other words on balance
all in all in brief in short that is (that is to say)
all things considered in brief
briefly in conclusion therefore
by and large in essence in summary to put it differently
hence indeed in the final analysis
in any case to sum up
on the whole in the long run to summarize
overall namely
finally

(Source: http://virginialynne.hubpages.com/hub/Words-to-Use-in-Starting-Sentences)

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Appendix 4 – Graphic Organizers

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58

59

60

61

62

63

64

65

66

67

68

69

70

71

72

73

74

75

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Appendix 5 – The Post Card or Picture Method

A: Writing Your Postcard
Buy a postcard. Any great correspondence starts with something to write on. For the tourist "wish you were
here" types of postcards, every gift shop at every resort everywhere in the world will have postcards.

Get to know your postcard. Now that you have your prized possession in your hands, it's time to work on the
details. A postcard's format is very straightforward.

• Flip the postcard photo side down. The top right corner is generally where the stamp goes (there
should be a box in the corner that is perfectly stamp-sized.

• Postcards are usually split up so that the right side of the card has lines for you to write out the
address you would the card to be sent to. On the left there should be a blank space in which you
can write a
message,
doodle, or
create a riddle
that will lead
the recipient
on a cross-
country
scavenger
hunt.

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Put the date in the upper right of the note area. This is optional but will give you recipient an idea of when you
sent the postcard (and can also be a little experiment to see how long a postcard takes to get from
Canberra, Australia to Malaysia.) You might be surprised at how long or short the postcard’s travel time is.

Decide who you are sending the postcard to. Begin by addressing the person (or people) you are sending it
to. A simple, “Dear John,” would work, but you can get as creative as you like. Try something like “To the man
who once wore a 10 gallon (37.9 L) hat to an ice cream parlor” or “My dearest, Most darling, beloved Aunt
Nancy.”

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Write your message. The first rule of postcard writing is, there are no rules. Write as much or as little as you like.
Don’t write at all but instead draw a picture depicting your favorite moment of your trip thus far. It really is up
to you. Some people choose to write as much as possible, filling up the text area, then writing along the
bottom, up the right hand side, upside down along the top, and on down the left side. Go wild so long as
there is space to write your recipient’s address. Here are some ideas about what to write about:

• Give your recipient an account of your favorite moment of the trip so far. Something along the lines of:
Though this whole trip to Panama has been amazing, yesterday something happened that was truly crazy. I
discovered I have a sloth sense. The girls and I trekked through the jungle to find this beautiful hidden beach,
and on the way I spotted four different sloths. Each time one was near, I would stop walking and announce
that there was a sloth around. I would look up, and sure enough, a sloth! Right above me!

• Another idea is to give an account of a weird food you have tried: You won't believe this but two days ago
I tried kangaroo tail, crocodile meat, and a green ant, all in the same day! The kangaroo tail was a bit greasy
but the Crocodile tasted like--you guessed it!--chicken. But most surprising of all, the green ant tasted like a
sour grape! The land down under sure is an interesting place!

• You might consider closing with something like, “hope all is well” or “You would love it here!” so that your
recipient doesn’t die of envy.

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Sign your card. Since formality is not a requirement for postcards, say goodbye like you were talking to them.
When was the last time you said "sincerely yours" to somebody, face to face? Instead, there are the old
standbys: "Wish you were here!" "See you soon!" "LOVE LOVE LOVE!!!!" Or, you can sign off in a personalized
way. Examples are “Love, your wandering granddaughter” or “Signed, a broad abroad” or something pun-
y like that.

Write the address on the right side of the
card. Some cards will also have lines for you to
write the address on. Write the recipient’s
name(s) followed by their address (House or
apartment number, street name, town, city,
country, post code.)
Don’t forget to add the country name! While you
may not have to do that when sending snail mail
within your own country, you will have to do that
when you’re abroad!

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Appendix 6 – Sensory Words

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(Source: http://www.waunakee.k12.wi.us/faculty/lcarothers/EffectiveWriting/Descriptive/Sensory)

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School Support Plan PHASE 2

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School Support Plan (Phase 2)

Program Peningkatan Kemahiran Bahasa Inggeris di Sekolah (PPKBIS)

Workshop Schedule

08.00 – 10.00 10.30 – 12.30 2.00 – 4.30

TUESDAY SESSION 1

Reflecting Upon A
Data-Driven Approach
to Fostering
Improvement

WEDNESDAY SESSION 2 SESSION 3 SESSION 4

Analyzing the Post Reflecting Upon and Reflecting Upon and
Test: Reflecting on Reporting the Process Reporting the Process
Strengths and of Fostering Student of Fostering Student
Weaknesses of Improvement Improvement (Contd.)
Interventions

THURSDAY SESSION 5 SESSION 6
Wrapping Up
Designing Further Course Evaluation
Solutions: Bridging
Reading and Writing

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Workshop Content

Session 1 Page
Reflecting Upon A Data-Driven Approach to Fostering Improvement 87
91
Session 2 96
Analyzing the Post Test: Reflecting on Strengths and Weaknesses of 96
Interventions 101

Session 3
Reflecting Upon and Reporting the Process of Fostering Student
Improvement

Session 4
Reflecting Upon and Reporting the Process of Fostering Student
Improvement (Contd.)

Session 5
Designing Further Solutions: Bridging Reading and Writing

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Session 1

Reflection: A Data-Driven Approach to Fostering
Improvement

Learning Objective

On completion of this session, participants will be able to:

• reflect on their experiences of integrating a data- driven approach into
fostering student improvement

Success Criteria

You will be successful if you can: Achieved Partially Not yet
achieved achieved

• examine how different types of data helped in problem-
solving

• articulate benefits and challenges of this data-driven
approach for SISC+s, teachers and students

• examine your own experience of integrating a data-
driven approach in your practice

• articulate issues and concerns in implementing the
School Support Plan approach in your practice

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Activity 1.1: Using data in Problem-Solving (40 mins)

To what extent were these types of data useful in:
i. exposing gaps in your students' knowledge and skills and also
ii. providing insight into what to do next to help students improve?
Mark your responses with an "X" on the poster sheets provided by the facilitators.
Do this as a whole class.

i. Observational Data (My own observation of student learning)

Extremely useful Moderately useful Minimally useful Unhelpful

ii. Observational Data (SISC+s' observations of student learning)

Extremely useful Moderately useful Minimally useful Unhelpful

iii. Student-Performance Data (Students' written work)

Extremely useful Moderately useful Minimally useful Unhelpful

iv. Assessment Data (monthly test marks, mid-term exam grades, headcount, etc.)

Extremely useful Moderately useful Minimally useful Unhelpful

v. Others (Please specify)

Extremely useful Moderately useful Minimally useful Unhelpful

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Discussion:

Let us examine patterns of types of data-use for this class:
• What types of data were most and least useful?
• What are the implications for your selection of data sources to support planning?

Activity 1.2 A Different Way of Viewing Data (20 mins)

Quickly jot down some thoughts in response to the headings in the columns below:
Are you "seeing" data in a somewhat different way, now that you have had some exposure to the
approach used in the School Support Plan?

Pre-Exposure* Post-Exposure

Minimal / no exposure to the use of data in Exposure to using data in pedagogical problem
making pedagogical decisions solving

*Disclaimer:
No prejudice against teachers who have had no exposure! There is no guarantee that exposure will result in effective
application. After all, "input" (exposure to knowledge) does not equal "intake" (effective use of knowledge).

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Activity 1.3 Articulate benefits and challenges of this date-driven approach for SISC+s, teachers
and students (30 mins)

Based on your experience of using a data-driven approach, discuss its benefits and challenges for SISC+s,
teachers and students.

Work on the grid below in your table group.

Teachers SISC+ Students

Benefits Challenges Benefits Challenges Benefits Challenges

Activity 1.4: Articulate Implementation Issues and Challenges (30 mins)

Individually, put an X on the continuum to indicate the extent the interventions you designed were
implemented as part of your daily teaching routine.

Fully Integrated Unintegrated

What were some issues and challenges which arose during the process of implementing your
intervention plan? Please move the discussion beyond perennial issues such as "time constraints" and
"syllabus constraints". Discuss with your table group.

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Session 2

Analyzing the Post Test: Reflecting on Strengths and
Weaknesses of Interventions

Learning Objective
On completion of this session, participants will be able to:

• compare students’ pre- and post-test to identify the strengths and
weaknesses of interventions

Success Criteria

You will be successful if you can: Achieved Partially Not yet
achieved achieved
• justify revisions in the intervention
process

• analyze the Pre- and Post-test

• share results of the interventions

• reflect on the strengths and weaknesses
of the interventions

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Activity 2.1: Presenting and Justifying Revisions in the Intervention Process (20
mins)

Share your action plan with your table group.
Explain any revisions you made to the plan. Why were those revisions made and how effective were
they in helping your students improve?

Activity 2.2: Analyzing the Post-test (60 mins)

Let us systematically analyze the post-test to determine if our interventions have been effective in
addressing gaps we targeted during Phase 1.
Let us begin with a question:
"What gaps did you set out to address with your interventions?"

Step 1
Individually, review your students written work submitted during the post-test.
Step 2
Compare the pre- and post-test student writing samples.

Is there evidence of similar patterns of gaps found in the pre-test?
Or have the interventions been effective in addressing the gaps you targeted?

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Activity 2.3 Sharing Results of the Intervention (40 mins)

Share the results of your interventions.
To what extent were you successful in treating the gaps you identified in Phase 1 of the workshop?

Draw a graph to represent the difference in frequencies of types of gaps in your students' work before
and after the interventions.

Below is a sample:

Percentage of Gaps in Students'
Writing

100 Pre-test
80 Post-test
60
40 To + infinitive Low word count
20
0
Simple past tense

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Construct your graph in the space below:

Present your graph to your table group members.
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In your presentation, also answer these questions:
To what extent were you successful in treating the gaps you identified?
Where could your treatments have been more effective?
Did you find any patterns of new gaps in the post-test which you may need to address with a further
cycle of interventions? What are the implications for fostering cycles of improvement for your pupils?

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Sessions 3 & 4

Reflecting Upon and Reporting the Process of Fostering Student
Improvement

Learning Objective

On completion of this session, participants will be able to:

• generate a report on efforts to foster student improvement through the
School Support Plan

Success Criteria Achieved Partially Not yet
You will be successful if you can: achieved achieved

• write a report of the implementation of
the School Support Plan in your school

• reflect upon the process of fostering
improvement through the School Support
Plan

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REPORT WRITING GUIDELINES

Let us use the following step-by-step guide to generate a report. In the process, you will help readers to
understand your efforts to help students improve. You will also gain an opportunity to reflect on what
you have learned by undergoing this process.
Your report should be between 15-20 pages, minus appendices.
Reminder: Please integrate as much material as you can from our discussions and presentations prior to
this session.
Let's begin!

Step ONE:

Writing an Introduction (15 minutes)
Your introduction should include the following:

• The objectives of the School Support Plan approach in fostering student improvement

Step TWO:

Describing the Context (30 mins)
• Describe the context of your school (Where it is, a general profile of the students in the school)
• Describe the students you have included in the School Support Plan

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Step THREE:

Describing the Pre-Test, Results and Data Analysis (30 mins)
• Describe the pre-test you administered and the results
• Describe how you analysed the students' written data
• Report the results of the analysis. What gaps emerged from the data? What gaps did you select
to treat and why? (Briefly, we will deal with this more thoroughly in a later part of the report.

Step FOUR:

Describing Intervention Activities (60 mins)
In order to develop this section of your report, answer the following questions:

• What was the duration of the action plan in your school?
• What gaps did you identify in the students' written data and what activities did you design to

address the problems?
• How did you conduct these activities? Provide a brief description.
• Did you formally or informally assess your students while you were carrying out the

interventions? How did you assess them?
• What went well and what could have been better?

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Step FIVE:

Reporting Outcomes of the Intervention (60 mins)
• When was your post-test administered?
• Describe your post- test. In what way was it parallel with the pre-test?
• Describe how you analysed your post-test.
• What did your analysis reveal?
• Compare the post-test and pre-test student writing samples. Did the students improve? Present
the results of your analysis descriptively (words) and graphically (frequencies will do).

Step SIX:

Writing a Conclusion (45 mins)
• Did you find any patterns of new gaps in the post-test which you may need to address with a
further cycle of interventions? If "yes", what are they? And if "no", then what are your plans for
a new cycle of teaching and learning?
• What did you learn from applying this particular approach in helping to foster student
improvement?

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