1. 14 JUNE 2014 ENGLISH LANGUAGE EDUCATION SECTION CURRICULUM DEVELOPMENT INSTITUTE EDUCATION BUREAU

2. 9:30 – 9:40 AM Registration 9:40 – 10:10 AM Introducing the Learning Progression Framework (LPF) for English Language as a reference tool 10:10 – 11:05 AM Using the LPF to Identify Students’ Strengths and Weaknesses and Improve the Design of Reading Items 11:05 – 11:20 AM Break 11:20 – 12:20 PM Effective learning and teaching strategies to develop KS2 students’ reading skills through the Reading Workshops 12:20 – 12:30 PM Q & A Rundown of Today’s Programme 2

3. What is the Learning Progression Framework for English Language (LPF)? The LPF: represents the growth of learners on a developmental continuum as they work towards the Learning Targets and Objectives of the English Language curriculum; is made up of Learning Outcomes organised under the four language skills and divided into eight levels of attainment; helps teachers better understand and articulate learners’ performance; and helps teachers plan strategically how to enhance English Language learning, teaching and assessment. ……… 1 2 3 4 5 6 7 Level 8 Learning Outcomes 3

4. Relationship between the Curriculum Framework, LPF and BC Curriculum Framework (What students are expected to learn) Values and attitudes Skills Knowledge Learning Progression Framework (What students can do as a result of learning and teaching) Basic Competency 4

5. Structure of the LPF for English Language LOs organised & presented under the four language skills LOs for each language skill expressed in the form of outcome statements (a general description of learner performance) Pointers provide specific examples of what learners are able to do in demonstrating the LOs. Underlying Principles elucidate some of the learning objectives which do not lend themselves to the description in terms of 8 levels of attainment but are essential to English language learning. Outcome Statements Underlying Principles Exemplars Exemplars illustrate the expected student performance. 5

6. Underlying Principles in the LPF the language development strategies, generic skills, and positive values and attitudes (all 4 skills) the provision of support and the need to encourage learner independence (all 4 skills) the meaningfulness and appropriateness of the texts to the context, purpose and audience (Speaking and Writing) the interplay between tasks and texts – the adjustment made to task demands and text complexity to cater for learner diversity (Listening and Reading) The Underlying Principles form an integral part of the LPF and include: Task Demand Text Complexity 6

7. In groups, 1.study the Learning Outcomes (LOs) for three levels of the LPF for Reading; and 2.work on the partly completed table which outlines the development of pointers for the LPF for Reading. Insert the pointers in the appropriate columns so that they form a developmental continuum of eight levels. Activity 1 7

8. Level 1Level 5Level 8 Understanding information and ideas in some short, simple texts, using some reading strategies as appropriate using & integrating a small range of reading strategies as appropriate in a range of texts with some degree of complexity, Understanding, inferring and interpreting information, ideas, feelings and opinions Understanding and inferring information, ideas, feelings and opinions using and integrating a range of reading strategies as appropriate in complex texts, 8 Progression of the Learning Outcomes in Reading

9. Using the LPF to Enhance the Reading Skills What can my students do currently? How should I help my students to progress further? What should I expect my students to be able to do next? ? ? ? LPF 9

10. In groups, 1.read Part 4 of the 2013 TSA Paper 6ERW1, i.e., a letter and the questions that follow. Discuss which of the questions are more challenging to your students and why. 2.with reference to the LPF for Reading,  identify students’ strengths and weaknesses, and  provide quality feedback to help your students progress in reading. Activity 2 10

11. Use of the LPF – Designing Reading Activities Analysing students’ strengths & weaknesses, and providing feedback on students’ performance LPF for Reading Consolidating and developing students’ reading skills and strategies 11

12. Referring to the LPF for Reading to Identify Students’ Strengths and Areas for Improvement Reading – Level 2Reading – Level 3Reading – Level 4 Understanding information, ideas and feelings in a small range of short simple texts, using some reading strategies as appropriate Understanding and inferring information, ideas and feelings in a small range of simple texts, using and integrating a small range of reading strategies as appropriate Understanding and inferring information, ideas and feelings in a range of simple texts, using and integrating a small range of reading strategies as appropriate follow ideas by understanding the use of simple cohesive devices (e.g. simple connectives, pronouns) identify characters, setting and sequence of events in stories identify main ideas and some supporting details explicitly stated in the text infer information, ideas and feelings by using clues in close proximity locate details which support the main ideas from different parts of a text follow ideas by recognising simple text structures and understanding the use of cohesive devices Reviewing expectations of student learning  、   Reviewing current teaching practices need to be supported need to be further stretched need to be given opportunities for development Identifying reading skills and strategies that ?  、  、  、  、 12  、  、

13. In groups, Read the extract from “The Trouble with Oatmeal”. Design 2 questions based on the strengths and weaknesses of your students to further develop their reading skills. Activity 3 13

14. Tips for Developing and Assessing Students’ Reading Skills To identify students’ strengths and weaknesses with reference to LPF. To include simple and straightforward questions to cultivate students’ confidence, and open-ended and more challenging questions to stretch their abilities. To introduce reading skills explicitly to help students construct meaning from texts. To this end, various effective teaching strategies for reading could be integrated into the Reading Workshops. 14

15. Depth of Processing Range and application of reading strategies Text complexity Abstractness Organisation Density of information Understanding -Locating information -Working out meaning of words and phrases -Connecting ideas -Identifying main ideas and supporting details -Distinguishing facts from opinions -Organising information and ideas Inferring -Inferring feelings -Deducing information and ideas -Comparing information and ideas -Working out main ideas and themes Interpreting -Analysing information and ideas -Synthesising -Evaluating -Justifying Cognitive processes involved in reading Underlying principles Activating prior knowledge and experiences in processing a wide range of texts for different reading purposes LPF for Reading 15 Development of a full range of reading skills through Reading Workshops

16. Students’ Reading Skills Development 16 Consideration in Planning School-based Reading Workshops

17. 17 Reading Aloud Teaching Strategies for Reading Reading Workshops Storytelling Shared Reading Supported Reading Independent Reading

18. Storytelling Shared Reading Aloud Supported Reading Independent Reading KS1 KS2 English Language Curriculum Guide (Primary 1-6), p. A29 18 Teaching Strategies for Reading

19. Reading Workshops at Primary Level 19 Primary 1 – 6 (40%) (60%) Do you use real books with a variety of text types? Do you choose books of different text types under the same theme? Do you use real books with a variety of text types? Do you choose books of different text types under the same theme?

20. Interactive Books Narrations, pictures and/or animations provided Basic interactions which allow students to touch screen and have more control in the reading process Examples:  PEER http://peer.edb.hkedcity.net/ http://peer.edb.hkedcity.net/  Free apps for tablets  Non-print paired books of related themes Interactive Books Narrations, pictures and/or animations provided Basic interactions which allow students to touch screen and have more control in the reading process Examples:  PEER http://peer.edb.hkedcity.net/ http://peer.edb.hkedcity.net/  Free apps for tablets  Non-print paired books of related themes Non-print paired books Non-print paired books Audio Books Reading text/script provided Audio file with narrations and simple sound effects Examples:  Naxo Spoken Word Library (HK Public Library)  Free audio books online http://lightupyourbrain.com/stories/ http://lightupyourbrain.com/stories/ Audio Books Reading text/script provided Audio file with narrations and simple sound effects Examples:  Naxo Spoken Word Library (HK Public Library)  Free audio books online http://lightupyourbrain.com/stories/ http://lightupyourbrain.com/stories/ Audio books Available Reading Resources – Non-print

21. A Variety of Text Types Categories of Text Types Examples of Text Types for Key Stage 1 Additional Examples of Text Types for Key Stage 2 Narrative TextsCartoons and comics Diaries Fables and fairy tales Poems Stories Autobiographies Biographies Myths Plays Tongue twisters Information Texts Labels Menus Notices Picture dictionaries Rules Signs Time-tables Announcements Children’s encyclopedias Dictionaries Directories Maps and legends News reports Pamphlets ExchangesCards Conversations Personal letters Emails Formal letters Telephone conversations Procedural Texts Directions Instructions Procedures Recipes Explanatory Texts Captions Illustrations Explanations of how and why Persuasive Texts Advertisements Posters Brochures Discussions Expositions English Language Curriculum Guide (Primary 1-6) (CDC, 2004), p.17 21

22. 2. What are the reading skills that can be developed through the books? 1. Suggest focus question(s) for the books. 1. Suggest focus question(s) for the books. 22 In your group, please discuss the following: Having fun in games and activities Information Text (Expositions) Information Text (Expositions, Instructions) Narrative Text (Story) 22 3. Suggest follow-up activities Activity 4 Rollercoaster Fun and GamesGames We Play

23. Book 1: Games We Play Having fun in games and activities Q: Why do we play games? Q: What are the good points of playing games? 23

24. Task: What do we need to consider when we choose an activity? Things to consider when choosing an activity: Compare and contrast specific information of different courses to develop a list of criteria for choosing an activity A summer course brochure from textbook p.44 Swimming You can learn breaststroke, backstroke, butterfly and the crawl. Our advanced course is for students who have learnt swimming for two years. Bring along a swimsuit/a pair of swimming trunks, a pair of goggles and a towel. Fee:$350 (12 lessons) Date: 23 July -17 August (every Mon., Wed. and Fri.) Tae Kwon Do Have you ever done Tae Kwon Do? How long have you done it? Let’s learn and practise Tae Kwon Do together. Many students have learnt Tae Kwon Do in our learning centre. Some of them have learnt it for years. We have both beginner and advanced courses for Tae Kwon Do learners. You can join our beginner course if you have never done it. Bring your own Tae Kwon Do tunic. Fee:$400 (8 lessons) Date: 24 July -16 August (every Tue. and Thur.) e.g. what to bring e.g. what to learn 24

25. Understand 3 good points about playing games discussed in the book: Playing games can: be fun help you to feel good be a good way to make new friends Introductory chapter Other chapters Understand the details about the good points of playing games: How games can be fun How games can help us How we can make friends in games P.4 P.5 25 Games We Play

26. Worksheet R7 Use the criteria learnt to evaluate other games to develop critical thinking skills Do you remember what we learnt from the book Games We Play? Do all the games have these 3 good points? fun help you feel good - help you to think - help you to do new things make new friends Can the game … ? Games in a toy shop UNOPSPMonopolyBadmintonPuppets ____________ Write / draw one more game that you like. be fun? e.g.  help you to - do new things? - think? e.g.  help you make new friends? e.g.  Task: Choose your own birthday present at a toy shop Apply the good points about games to a new context Identify similarities and differences 26

27. Book 2: Fun and Games Having fun in games and activities Q. What are other good points of playing games? Q: Who first played games? Q: What fun games do people play? Q: Should we play games to win or just to have fun? Q: How do people and you play games? 27

28. Why we play games: Good points about playing games Introductory chapter Who first played games: People in different countries why who how people play games first played games people play games Other chapters How people play games: Instructions about playing board / ball / card games Blurb 28

29. Understand the 3 good points about playing games: Playing games can: be fun help you to feel good be a good way to make new friends P.5 P.4 Games We Play Fun and Games P.3P.5P.4 Understand the good points about playing games Games teach / let us: - how to work with others - how to play fair - how to solve problems - how to make choices - how to follow rules - have fun Compare and contrast key concepts from two books. Do they talk about the same ideas? 29

30. Read the instructions of the ball game ‘Seven-Up’. Make creative changes to the game to improve it for the school picnic. Success criteria: The game can be played without a wall The new game has more good points than the old game Apply knowledge learnt in a new situation 30

31. Write out the instructions of the new game. Teach your classmates to play it. Present a new situation and brainstorm the possibilities of changes to develop creativity 31

32. Book 3: Rollercoaster Having fun in games and activities Q: How do we choose suitable games? 32

33. Ther mometerFear Use different senses to locate details to support understanding of the characters’ feelings in narrative texts Use different senses to read the story creatively 33

34. Take up the role of the main character to respond to curious readers’ questions Ask the main character questions How do you feel after going on the rollercoaster? Yes, because being a hero makes me happy. Do you want to save/help other people next time? Why? After going on the rollercoaster, I think it is fun. Hot seating activity 34

35. 1 Pre-reading 2 While-reading 3 Post-reading Introducing the book to students, e.g. book cover, topics Guiding students to make predictions of the book content Introducing the book to students, e.g. book cover, topics Guiding students to make predictions of the book content Setting reading questions Providing a clear reading purpose Teaching reading strategies explicitly Setting reading questions Providing a clear reading purpose Teaching reading strategies explicitly Focusing on the language, e.g. phonics, vocabulary, grammar Focusing on the content in follow- up discussions Focusing on the language, e.g. phonics, vocabulary, grammar Focusing on the content in follow- up discussions 35 Tips for Introducing Readers

36. Tips for Developing Students’ Reading Skills Task demand should increase with text complexity. To cater for learner diversity, simple tasks can be included for complex texts to cultivate learners’ confidence, and difficult tasks for simple texts to stretch their abilities. To promote learner independence, the amount of support provided could be gradually reduced. To this end, various effective teaching strategies for reading could be integrated into the reading programme. 36