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» To introduce the LPF for English Language and its role in the learning-teaching-assessment cycle » To explore the use of the LPF as a reference tool to identify students’ strengths and weaknesses and plan holistically for effective learning, teaching and assessment » To provide suggestions on using the LPF to enhance the learning-teaching-assessment cycle using reading and writing as entry points 2

2:00 – 2:10 PM Registration 2:10 – 2:30 PM Introduction to the Learning Progression Framework (LPF) 2:30 – 3:15 PM Using the LPF to Enhance the Learning and Teaching of the Reading Skills 3:15 – 3:30 PM Break 3:30 – 4:45 PM Using the LPF to Enhance the Learning and Teaching of the Writing Skills 4:45 – 5:00 PM Q & A Rundown of Today’s Programme 3

Using the Learning Progression Framework (LPF) to Enhance the Learning, Teaching and Assessment of English Language at primary level WHAT? WHY? HOW? 4

5 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. ……… Level 8 Learning Outcomes

6 TSA (HKEAA) Assessments for Basic Competency Assessment for Learning Curriculum and Assessment Curriculum Framework and Learning Progression Framework Curriculum Framework and Learning Progression Framework Basic Competency Assessment in Schools Assessments for Basic Competency TSA (HKEAA)

7 Curriculum Framework (What students are expected to learn) Goals (What students can do as a result) Learning Progression Framework Attainment Process

 For identifying students’ strengths and areas for improvement  For enhancing learning and teaching ˃providing quality feedback to students ˃reviewing expectations of student learning ˃revising learning content ˃improving teaching strategies  For reflecting on whether opportunities have been provided for students to demonstrate their performance  Not for summative assessment  Not for benchmarking students 8

Figure Illustrating the 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. UPs 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. 9

Aspects of Progression shown in the Productive and Receptive Skills Speaking Writing Content, Organisation and Communication Strategies Language Pronunciation, Stress, Rhythm and Intonation Content Organisation Language and Style Underlying Principles Productive Skills The outcome statements show the progression in terms of: Reading Listening The outcome statements show the progression in terms of: Depth of processing information, ideas and feelings Text complexity Range and application of strategies Receptive Skills Underlying Principles 10

11 » 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

Using the LPF to Enhance Students’ Reading Skills Using the LPF to Enhance Students’ Reading Skills 12

13 In groups, 1.study the Learning Outcomes (LOs) for three levels of the LPF for Reading; and 2.identify the three aspects in the progression of the Learning Outcomes for Reading. Activity 1

Level 1Level 5Level 8 Progression of the Learning Outcomes for Reading in complex texts, Understanding information & 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 & interpreting information, ideas, feelings & opinions Understanding & inferring information, ideas, feelings & opinions using & integrating a range of reading strategies as appropriate 14

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 skills and principles Activating prior knowledge and experiences in processing a wide range of texts for different reading purposes LPF for Reading 15

In groups, 1.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. 2.discuss your students’ performance in Reading with reference to the pointers from Levels 1 to Activity 2

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? Example ? ? ? LPF 17

Reviewing Expectations of Student Learning with the Help of the LPF Exemplars  Read the range of questions designed to demonstrate learners’ understanding of the reading text  Understand the expected learner performance in reading at different levels A range of questions & student responses illustrating the expected reading performances at L3-4 LPF Reading Exemplar (L3-4) Reading Text Annotations describing the aspects of progression of the LO each appropriate answer demonstrates. 18

19 In groups, 1.read Part 4 of 2011 TSA 6ERW1, the first and second parts of the play 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 3

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 20

A. What is covered in paragraphs 1 and 2? D. Why is it illegal to hunt and kill tigers? E. Why have nearly all the tigers in the world died in the last 100 years? B. Why would you need to be careful if you were walking in the grasslands, forests and swamps of Eastern Russia, parts of China, South Asia or Sumatra? L3 infer information by using clues in close proximity L4 work out the meaning of words and phrases by using semantic and syntactic clues L4 follow ideas by understanding the use of cohesive devices L3 identifying main ideas explicitly stated in the text Study the questions in the left-hand column, which are set for the text, “About Tigers” you have just read. Answer the questions. Then match each question with the pointer in the right-hand column which it addresses. Activity 4 C. In paragraph 4, find the word that means ‘animal that will get killed’. L4 locate details which support the main ideas from different parts of a text 21

22 » 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.

Using the LPF to Enhance Students’ Writing Skills Using the LPF to Enhance Students’ Writing Skills 23

In groups, 1.study the pointers of the LPF for Writing; 2.sequence them so that they form a developmental continuum of eight levels, based on your personal / teaching experience; 3.Study three exemplars chosen from the e-LPF, identify the levels and use the pointers to comment on the writings. 24 Activity 5

Level 6 Writing texts to convey information, ideas, personal experiences and opinions on familiar topics with elaboration Level 2 Writing short texts to convey simple but limited information, ideas and personal experiences on familiar topics Level 4 Writing short texts to convey simple information, ideas, personal experiences and opinions on familiar topics with some elaboration Content 25

Level 6 Linking ideas quite coherently throughout the text, and showing appropriate overall organisation of ideas Level 2 Putting ideas about a topic in sentences Level 4 Linking ideas quite coherently in a short text, and showing an awareness of overall organisation of ideas Organisation 26

Level 6 Using a wide range of generally appropriate and accurate language forms and functions, and generally appropriate tone, style, register and features of some of text types Level 2 Using some simple language forms and functions, and simple formats quite appropriately Level 4 Using a small range of quite appropriate and accurate language forms and functions, and showing an awareness of tone, style, register and features of some text types Language and style 27

What should we do to help our students make the most of the writing programme? Using the LPF to Enhance Students’ Writing Skills – Teachers’ concerns Using the LPF to Enhance Students’ Writing Skills – Teachers’ concerns What are the teaching strategies we could use? What are the strategies that our students could learn to approach writing tasks? 28

4. Developing the First Draft through Shared Writing or Independently Task Requirements Procedures Content Clear topic & purpose Relevance of ideas Elaboration of ideas 1. Highlighting Keywords 2. Drawing a Mind Map 3. Structuring the Text Language & Style Range of vocabulary Range of sentence patterns Appropriate stylistic features Organisation Appropriate paragraphing Appropriate use of cohesive devices 29

1.Do both drafts meet the task requirements? Provide a piece of evidence from the drafts to justify your evaluation. 2.How could both drafts be improved? Suggest improvements which could be made to one of the drafts. 3. You have received two drafts of the article written by two students. With reference to the task requirements derived from the LPF for writing, discuss the following: 3. How could teachers bring about improvements to both drafts? Activity 6 30

1. Provide opportunities to engage students in a range of tasks that cover a variety of purposes and text types in the school’s writing programme. 2. Identify the requirements for each task in terms of the three domains in the LPF. 3. Develop a task-specific feedback sheet based on the task requirements. 4. Help students develop strategies to approach the writing tasks, e.g. highlighting keywords, drawing a mind map, structuring the text. 5.Ask students to complete the first draft independently. OR Help students develop the first draft through appropriate teaching strategies, e.g. shared writing. 6. Guide students to improve the first draft based on constructive feedback from teachers and/or peers. Steps in Using the LPF to Enhance Students’ Writing Skills Steps in Using the LPF to Enhance Students’ Writing Skills 31

32 Recap of Today’s Message Help students progress to the next level of learning Plan strategically for effective learning, teaching & assessment Identify students’ strengths & weaknesses LPF