PDP Goal 2
I aim to develop in scaffolding students writing
During the previous semester, I had noticed that there are some students were struggling in writing, and they need help in improving their writing skill. I used some strategies to scaffold their writing. My strategies were; to model for them the writing, for them to write one or two sentences in each class that is related to the lesson topic, to creates a word bank for the students to help them in their writing, and give them verbal and written feedback about their writing. In addition, I started using these strategies in the last two weeks of the previous teaching practice that why I want to continue on using them in this semester.
During the previous semester, I had noticed that there are some students were struggling in writing, and they need help in improving their writing skill. I used some strategies to scaffold their writing. My strategies were; to model for them the writing, for them to write one or two sentences in each class that is related to the lesson topic, to creates a word bank for the students to help them in their writing, and give them verbal and written feedback about their writing. In addition, I started using these strategies in the last two weeks of the previous teaching practice that why I want to continue on using them in this semester.
I recognize that scaffolding the students learning is very important for them in order to develop and improve their learning especially in the English language. As Bruner stated that scaffolding the students happen when they get organized and supportive instructions which teacher can do when she model the English skills for them or any other activities (McLeod, 2008). Therefore,I know that it's important to scaffold the students writing skill as it will help in the future, in which they will need to use it more in high school and in the university and because of the importance of the English language in the world. So, I will model the sentences and review the vocabulary to support them in developing their writing skill and in developing my strategies in scaffolding their writing (Alber, 2014 ).

Planning for Learning
Planning for Learning
Planning for Learning
This competence is linked to this goal in which I will be planning the lesson with including the strategies and a certain time for the writing activity. Also, I would include that in my lesson plan, and I would plan the activity for the students so that I can scaffold the students writing in each lesson.

Implementing and Managing Learning
This competence also linked to this goal I will be implementing the writing activity, and I will be managing the students learning by scaffolding and modeling for them through the teaching practice.

Monitoring, Assessment and Evaluation
This competence is linked to this goal because I will assess the students learning while the do the writing activity, will be a formative assessment to check their understanding in the lesson as the sentences are related to the topic of the lesson.

Critical Reflection
This competence is linked to this goal, in which I would reflect on the progress for this goal by making notes about how is the class is going and how effective my skills are in scaffolding students writing. Also, I will record what I have developed and gain from working on it and about the things I will discover while working on this goal.

Week 2
In this week, I started on working on this goal by making flashcards for the new words for the unit to add them to the word bank in the class, in modeling the new words by using them in sentences to model the writing and in giving the students verbal and written feedback about their writing. As in week one, I discussed with my MST about the material that I am going to prepare to work on this goal and to what would be best to support and scaffold the students. My MST told me that they are going to start the new unit in week two and that I had to prepare the flashcards to use them in teaching the students and for writing the sentences. Moreover, at the end of each lesson, the students had to write a one or two sentence to support them in practicing their writing.
Week 6
In this week, I can say that I had improved in scaffolding the students writing by using the strategies that I had listed in the strategies table and by adding more which were; using pictures to help then in understanding the meaning of the words, using the jumbled words game to support the students with the spelling of the words and to practice saying and listening to the words to help them in getting used to used them. By doing that I noticed that some of the students who had difficulties in writing had improved their writing skills and now they can write most of the writing by themselves even if they have some minor mistakes. Furthermore, working on this goal had benefited me in developing my teaching skills and in my methods of scaffolding the students writing skills. in which I can say now that I had achieved 95% of this goal and I had gained a lot of skills and knowledge about the students’ ways of understanding, thinking, and responding to my feedback on their writing.
Put the mouse on the picture to show the comments and click on the arrow to move to the next pictures.

This is the writing activity that I had included in the extend phase of the lesson. I had included this activity in most of my lesson to scaffold the students writing skills as it helped the students in improving their skills.

I used these flashcards during the writing activity to and to use them as a model during the activity and to help the students in writing the sentences.

I used this checklist to write notes about the students writing skills during the activities.

This is the writing activity that I had included in the extend phase of the lesson. I had included this activity in most of my lesson to scaffold the students writing skills as it helped the students in improving their skills.
Alber, R. (2014 , January 24). 6 Scaffolding Strategies to Use With Your Students. Retrieved from Edutopia: https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber
McLeod, S. (2008). Bruner. Retrieved from Simply Psychology: http://www.simplypsychology.org/bruner.html